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Kendra Asher KIN 355 Electronic Notebook 2013

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Table of Contents 1. Lesson Plans 2. Position Paper and Citation Pages 3. Playground Evaluation Assignment 4. Playground Activity 5. Resource List 6. Physical Activity Philosophy

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Lesson Plans
Elevator Date: 2/15/12 Teacher: Kendra Asher School: Michigan State University

Class: KIN 355 Equipment: parachute, index cards with events Time: 5-10 min Term: Spring 2013 Targeted NASPE Standard(s): Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Specific Objective: After completing this lesson, students will be able to identify where their quadriceps and calf muscles are located. Concomitant Objective: students will increase their balance awareness and abilities. These skill areas will also be increased. Students will also work on listening and responding with their body. Safety concerns: pulling parachute may cause others to topple over, pulled muscles Consequences: warning given when excessive pulling done first time, then removed Time
1 Minutes

Procedures Followed Warm Up 1) Quad stretches: laying on stomach, bend left knee so that foot is touching or close to touching buttocks, bend left arm back to hold foot for 10 seconds. Repeat for right leg. 2) Calf Stretches: sitting on ground with legs together in front of you, bend and point feet back towards yourself. Attempt to touch your toes Transition: Tell students to line up on the circle in middle of gym Set Induction (transition to focusing on lesson): Ask students what they know about elevators. What do they do? How do they work?

Materials

20 Seconds 2 Minutes

Table of Contents Learnable Piece- Students will practice the levels of elevators Steps: 1) We are riding an elevator and there are four floors. For each floor, we will adjust the height of our bodies. 2) First floor: squat as if you are trying to touch the ground with your bottom. Practice 3) Second floor: squat with thighs vertical to ground. Practice. 4) Third floor: stand up vertically, flat feet 5) Fourth floor: stand on balls of feet.

2 Minutes

Presentation of New Material/Directions: 1) Each student will grab a portion of the parachute, when I say pick up 2) Keep parachute at arms length away from body Transition: Now it is time to pick up the parachute, and wait for Seconds directions
<1 Minutes 5 Minutes

Guided Activity Time with Corrective Feedback When I say First, Second, Third, or Fourth floor, adjust your body to that level. To make things exciting, I will add events to why the floors are changing through picking index cards. There may be additional movements indicated in the index cards.

Index cards, parachute

1 Minutes

Possible Modifications: If students do not seem engaged, I will add a ball so that ball the faster that students change their height the more the ball will bounce on the parachute. For math, could ask them a division problem and answer is the floor that they level to Lesson Review/Closure/Checking for Understanding: Where did you feel tightness or strain when we changed floors? Quadriceps, calves What did you like or not like? Which floor was the hardest to hold?

1 Minutes

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Notes:

Please complete the following: Objectives: 1) After completing this lesson the student will be able to identify where their quadriceps and calves muscles are located. 2) ) After completing this lesson the student will be able to balance better with different locations of their center of gravity. Cues: 1) Squat to the floor [First Floor] 2) Squat parallel to ground [Second Floor] 3) Stand [Third Floor] 4) Tippy toes [Fourth Floor] Safety rules: 1) Do not pull on the parachute excessively; this may cause others to be pulled over 2) If you feel as though your legs hurt too much, take a break. Consequences: If student pulls to hard on parachute they will be given a warning and then if it persists, they will be removed from game. Feedback ideas: Congruent/Incongruent: Great job using your muscles General/specific: Fantastic effort keeping your squat parallel to ground Group/ Individual: Frank you want to try to keep your feet flat when squatting

Closure, main point: Students can learn where their muscles are located and how to use them through fun activities. 1) Oh no! You forgot your backpack in moms car. Go back to the first floor.

Table of Contents 2) A little boy and girl got on the elevator and hit all the buttons. Stop at every floor on the way to the fourth floor. 3) The elevator lost power! Let go of the parachute and find a new position 4) Go down a floor (3x) 5) Go down 2 floors (2x) 6) Go up 2 floors (2x) 7) Go up a floor (3x) 8) Santa is here! Go to the rooftop on the fourth floor to see if you can see him! 9) The elevator just broke. Proceed quickly to first floor and yell. 10) Time for a snack. Go to the second floor. Yum yum 11) Elevator music. Dance your way in place, up to the fourth floor and back down again. 12) Go to the third floor. Ouch, a dog bit me. Stand on one foot until next index card. 13) Go down a floor. The wind has picked up. Flap the parachute and hold on.

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Stop, Drop, and Roll Tag Date: 3/15/13

Teacher: Kendra Asher School: Michigan State University

Class: KIN 355 Equipment: items to be worn as player Time: 8 am identification Term: spring 13 Targeted NASPE Standard(s): Standard 1:Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction. Specific Objective: After completing this lesson, students will be able to know how to Stop, Drop, and Roll Concomitant Objective: Students will be able to know what to do when their clothing catches on fire, what to do when smoke is in their home, be aware that smoke and fire are dangerous, and know that firemen are there to help them. Safety concerns: In tag, dont push too hard when tagging and take turns slowly. When Stop, Drop, and Rolling go down to ground slowly and others in game need to be aware of students on the ground. When crawling, watch out for feet. When rolling, protect your head. Consequences: first offense results in warning and the next time will be removed from game. Time
1 Minutes

10 Seconds

Procedures Followed Warm Up -Jog in place for 10 seconds, gets heart beating -Arm Circles counter clockwise and clockwise, warm up biceps and triceps Transition: We are going to work and learn about Fire Safety

Materials

2 Minutes

Set Induction (transition to focusing on lesson): What do you know about fire? Fire is dangerous. It can cause burns and damage to your lungs It is important to know what to do if there is one and that firemen are there to help you

Table of Contents Today we are going to learn how to Stop, Drop, and Roll
2 Minutes

Learnable Piece Steps: 1. Stop: stop what you are doing no matter what -Demonstrate, group tries as well 2. Drop: carefully get down on the ground so that hands and knees are on the ground -Demonstrate, group does as well 3. Roll: lay on the ground with hands protecting face and roll on the floor, this is to get the fire out if it is on your clothes -Demonstrate, group practice 4. Do S,D, and R in one sequence 5. In the event of smoke, we crawl -Get on the ground, onto belly, crawl with elbows as source of movement. -Demonstrate, and group practice Presentation of New Material/Directions: 1. We are going to play Stop, Drop, and Roll Tag 2. There will be two taggers: Smoke and Fire. They will wear hats that are red and gray. 3. If you are tagged by smoke, you need to crawl around on the ground 4. If you are tagged by the fire, you must S,D, and R. 5. When tagged, yell Fire Fighter! and wait on ground for one to come 6. There will be 2 Firefighters who must unfreeze you if tagged. There will be wearing yellow hats 7. This is tag, so lightly run on this half of the court 8. When I say Go you may walk to the court 9. The game starts when I say Fire 10. The game ends when I say The Fire is out 11. Go to Baseline Transition: Go Guided Activity Time with Corrective Feedback -When students are playing, watch to make sure that they are S,D, and R carefully and correctly -Give feedback such as Great job gently dropping____ or Everyone look at how well _____ is crawling Identification items

2 Minutes

5 Seconds

5 Minutes

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1 Minutes

Possible Modifications: -to determine who the taggers and untaggers are, use poker chips or playing cards marked for each task -run from one side of court to the other to represent going to safe spot where meet family -have a fire hydrant with noodle hose to put out the fires Lesson Review/Closure/Checking for Understanding: All students will S,D, and R. and then crawl. Ask when you would do these

Notes: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6852#.UT0zrRxjY5s Please complete the following: Objectives: 3) After completing this lesson the student will be able to 4) ) After completing this lesson the student will be able to Cues: 1) Stop, Drop and Roll 2) Crawl 3) Protect your head Safety rules: 1) Tag carefully with a light touch 2) Protect your head and be careful through awareness of surroundings when rolling and crawling Consequences: -Removed from game after given a verbal warning Feedback ideas: Congruent/Incongruent: Nice response to being tagged, right away S,D, and R General/specific: Great Effort and Enthusiasm Group/ Individual: Everyone look at how well _________ is crawling Closure, main point: In the event of a fire, get out of your house. If you catch on fire, Stop, Drop and Roll. If smoke is in the house, crawl to get out. This gets you under the smoke.

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Get that Addition Fly! Date: 4/5/13

Teacher: Kendra Asher School: Michigan State University

Class: KIN 355 Equipment: 2 Fly Swatters, tape Time: 10 min Term: spring 2013 Targeted NASPE Standard(s): Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings Specific Objective: After completing this lesson, students will be able to rapidly recall simple addition problems through identifying the correct answer on chalk board Concomitant Objective: Students will identify correct answer quickly and effortless with the fly swatter demonstrated through assessment of their movements, through the cheering on of their team mates they will practice team work, and maintain balance while keeping eyes on chalk board Safety concerns: be aware of fellow student when moving towards the board, do not use swatters as weapons or to hit people, no pushing, no diving or lunging for answers, and tap board instead of slamming it. Consequences: student will be warned and if necessary removed from game Time
1 Minutes

Procedures Followed Warm Up Lunges: one leg in front of other and put weight on front leg, feel the tension and stretching of calf muscles, preparing for sprinting Triceps Stretch: arm vertical, bend elbow so forearm is behind body. With opposite hand pull backwards. Transition: Today we will to practicing simple math problems that you can do in your head Set Induction (transition to focusing on lesson): Simple math problems occur in our daily lives so it is important to be able to answer them correctly and quickly. What are some simple addition problems?

Materials

10 Seconds

1.5 Minutes

Table of Contents Learnable Piece Steps: Lets warm up our brains and get ready for some math practice -lets count out loud by 2s til 20, multiples of 3 til 50, We are also going to cheer our team on -lets practice cheering out team on. What would you say? Presentation of New Material/Directions: 1. You are going to be divided into two teams, by counting off through ribbit and quack 2. Each team will move to one side of room and sit in the seats. 3. One student will come to the front of the room and stand behind the tape on the floor 4. I will read off a multiplication, division, addition, or subtraction equation 5. The student from each team will move to answer and touch it with the fly swatter when I say FLY! 6. The student wants to be the first to touch the correct answer with the fly swatter and their animal eats the fly answer to get a point for their team 7. The two students sit back down and two new students come up 8. Process continues 9. Safety: not running, shoving, diving, hitting etc. Transition: Move to your side of the room and get ready to eat some flies Guided Activity Time with Corrective Feedback -first players please come up -give feedback during game Possible Modifications: -use for many subjects such as spelling words and concepts -students that are not solving problem could be making their animal sounds Fly swatter tape

2 Minutes

2 Minutes

Fly swatter

10 Seconds

5 Minutes

1 Minutes

Table of Contents Lesson Review/Closure/Checking for Understanding: I wanted to present a fun and entertaining way to practice your math memory and equations. You had to be speedy and accurate. Raise your hand if you felt that you were able to respond quickly to the answer?

1 Minutes

Notes:

Please complete the following: Objectives: 5) After completing this lesson the student will be able to recall simple addition problems with accuracy 6) ) After completing this lesson the student will be able to positively cheer their team on to increase moral and enthusiasm Cues: 1) FLY! 2) New Student 3) Game over Safety rules: 1) no shoving, pushing, running or diving 2) tap the board and answer, not slam it Consequences: Warning, and if persists will be removed from game Feedback ideas: Congruent/Incongruent: Bob, you were very fast in remembering the correct answer General/specific: I am proud of the carefulness of your tapping of the answer Group/ Individual: Team duck, I love your team spirit Closure, main point: Students will be able to recall important and common addition equations quickly and accurately

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Table of Contents Enchanted Forest Date: 2/15/2013 Teacher: Meghan Justema School: Michigan State University

Class: KIN 355 Equipment: Time: 5-10 minutes No equipment is needed Term: Spring 13 Targeted NASPE Standard(s): 1) Exhibits responsible personal and social behavior that respects other and self in physical activity. 2) Demonstrates competency in motor skills and movement patterns. Specific Objective: After completing this lesson, students will have improved running skills and specifically will be able to run with objects in their way. Concomitant Objective: Students will also work on improving their teamwork and cooperation.

Safety concerns: When students tag someone, they may tag them too hard that it comes off as hitting. Also, when students are frozen, they may try and trip other students that are running by. Consequences: If students are seen tagging someone so hard that it could be considered hitting, they will have to sit out from the game for a couple of minutes. If the problem persists, they will be removed from the game. Students tripping others will automatically be removed from the game. Procedures Followed Warm Up 1 1) Leg stretches- stretch for 10 sec on the left leg Minutes and 10 sec on the right leg; have students help with counting 2) Run from one end of the gym to the other Transition: 30 Ask students to line up on the green line (by the Seconds bleachers)-do this quietly so they can listen for directions Set Induction (transition to focusing on lesson): Talk about the game sharks and minnows -How many of you have ever played the game sharks and minnows? -Do you enjoy that game? -This game is similar to sharks and minnows, but instead Time Materials

2 Minutes

Table of Contents of playing this game in a pool, we are using a gym floor. Learnable Piece Steps: After I discuss sharks and minnows, I will ask for volunteers to help demonstrate how the game is going to run and what happens when you get tagged and how you are supposed to help the taggers. Presentation of New Material/Directions: 1) Now, do I have any volunteers that want to be the taggers? -Need 3 volunteers -If no one volunteers, Ill choose 3 volunteers 2) Once, the taggers have been selected they have to quickly come up with a magic word that they have to yell to tell the rest of the students to start running -Ex. magic word could be vamos -Every time the taggers yell vamos, the rest of the students have to run to the other side of the gym trying not to get tagged. 3) Also, point out to students where the boundaries are -The green lines around the gym are the boundaries Transition: Before, we start the game are there any questions? If questions about the rules, clarify the rules. If no questions, begin the game Guided Activity Time with Corrective Feedback In this game, there will be three taggers. When they yell the magic word vamos, students have to run from one end of the gym to the other end. If a student gets tagged, while running to the other end of the gym, they are to stand and freeze where they are. They will remain here for the rest of the game. For the remainder of the rounds, they will help the taggers out, by attempting to tag others as they run past them, but they are not allowed to move from their spot. The tough part of the game is that there are going to be people scattered all over the gym, so it will seem like they are running through an enchanted forest. The game ends when all students have been tagged or when the five minutes is up.

1 Minutes

3 Minutes

30 Seconds

5 Minutes

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Possible Modifications: If it appears that students are becoming uninterested in the game, I will switch up the taggers. Or each round, the students that have been tagged can move to a different spot in the boundaries and have that be their new spot for that round of the game, so each round the forest will be different. Lesson Review/Closure/Checking for Understanding: Discuss with the students: What did you like about this game? Did you like running around the forest or did you like being one of the trees and freezing others? Did you find it difficult to navigate the forest? What could have been different about this game?

___2__ Minutes

Notes: Make sure to be giving feedback. Tell students about the positive things that you saw going on through out the game. Do not forget cues, such as When I say go or If you can hear my voice clap once. Make sure you have all students attention before you begin explaining the activity.

Please complete the following: Objectives: 1) After completing this lesson, students will have improved running skills and specifically will be able to run with objects in their way. 2) After completing this lesson, students will have improved teamwork and cooperation skills. Cues: 1) When I say go, line up on the green line 2) When I yell freeze, stop everything you are doing and listen to me 3) If you can hear my voice clap once, to make sure students are listening Safety rules: 1) Tagging students so hard that it could be considered hitting

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2) Tripping students as they are running Consequences: - If tagging is seen as hitting students will have to sit out for 2 minutes. If the issue persists, the student will be removed from the game. - If student is caught tripping other students, they will automatically be removed from the game.

Feedback ideas: Congruent/Incongruent: Tell students how they did a good job with running around the gym, especially with all the other students scattered all over. General/specific: Tell students how they did a great job with this game. Group/ Individual: Tell students how they did a good job helping the taggers try and tag people. This showed great teamwork.

Closure, main point: Ask the discussion questions and ask students if they enjoyed the game and had fun.

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Dental Health Tag Date: 2/25/13

Teacher: Nicholas Briar School: Michigan State University

Class: KIN 355 Equipment: Time: 8:00-9:50 AM 3 yellow balls (plaque) Term: Spring 2013 2 noodles (Toothbrush/ Floss) Targeted NASPE Standard(s): Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Exhibits knowledge of personal health (brushing teeth) Specific Objective: After completing this lesson, students will be able to identify proper hygiene techniques for maintaining healthy teeth. Concomitant Objective: Students will work on their listening, personal space, chasing and dodging skills. Safety concerns: It is very important to listen to directions and be aware of our personal surroundings. When tagging we need to tag lightly as to not injure anybody. When un-freezing students, do not hit them with the noodle. When I yell go green! I want you to stop what you are doing and yell go white back. Lets practice this Consequences: If the issue is not harming anyone else, then a reminder to listen to directions will be given, but two warnings, or after a serious safety concern, the student must sit out and watch their classmates finish the lesson. Time
2 Minutes

Procedures Followed Warm Up Start on the green line 1 lap around the gym to warm the muscles 10 seconds stretching each hamstring. 10 seconds stretching the quadriceps each. Transition: Have the Students on the green line Set Induction (transition to focusing on lesson): Today we are going to learn how to fight plaque by playing a game of Dental Health Tag.

Materials

10 Seconds 1 Minutes

Table of Contents Learnable Piece Steps: Who here brushes their teeth? (I hope all of you!) What are other ways we keep our mouth clean? Floss, Eat healthy, Dentist What happens if we dont brush our teeth? (let a few students answer) bad breath, cavities, gingivitis Inform students that plaque is the result of bacteria build-up on your teeth. If we dont brush our teeth the plaque will destroy our enamel and give us cavities.
2 Minutes

2 Minutes

Presentation of New Material/Directions: We are going to play a game of tag. There will be three taggers. The taggers will have yellow balls in their hands representing plaque. Their goal is to safely tag as many of the teeth running around as possible. If tagged you have to freeze. We will also have designated dentists. The dentists goal is clean the teeth infected with plaque. This means the students with the noodles (dentists) will safely tap frozen students, thus cleaning them and making them unfrozen. Dentists cannot be frozen. Transition: Choose 3 people. One dentist, one tooth, one plaque. Demonstrate to the students how the game works. Designate 3 students to be plaque. 2 students to be dentists. Show the students the boundaries. 3 balls and 2 noodles. Guided Activity Time with Corrective Feedback Boundaries Allow the students to play for 5 minutes. Observe closely to make sure students are playing safely, aware of their surroundings and not tagging too hard. Feedback Focus on one tooth at a time Great job staying clean teeth! Great job cleaning teeth dentists! Way to spread the plaque! Use low and high levels, stretching and twisting to not get tagged

60 Seconds

5 Minutes

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Possible Modifications: We could add more elements into the game. You can add healthy foods and flossing into the mix and have everyone against the plaques. Lesson Review/Closure/Checking for Understanding: Go Green! Great job everyone. Line up on the green line. What did learn today? What are some ways to keep our mouth clean? What is plaque? What can plaque cause? Great job guys! Remember to brush your teeth before you go to bed! Can I have three volunteers help me put the equipment away?

_3____ Minutes

Notes: Make sure to be giving feedback and watching students carefully for safety and to make sure they are following directions. Please complete the following: Objectives: 1) After completing this lesson the student will be able to identify proper hygiene techniques for maintaining healthy teeth. 2) After completing this lesson the student will be able to describe the side effects of plaque. Cues: 1) Keep your eyes on the chaser 2) Keep your eyes on the tagger 3)Tag softly Dentists! 4) Listen 5) Go Green! Safety rules: 1) Be aware of your personal space at all times, people will be running in all directions

Table of Contents 2) When tagging, tag gently so as to not hurt anyone Consequences: If the issue is not harming anyone else, then a reminder to listen to directions will be given, but two warnings, or after a serious safety concern, the student must sit out and watch their classmates finish the lesson.

Feedback ideas: Congruent/Incongruent: If you spread your arms out wide it will be easier to tag someone General/specific: Great job being aware of your space Group/ Individual: I like how ____ tagged ____ gently Closure, main point: Students will learn the benefits of brushing their teeth and fighting plaque through playing tag.

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Samantha Farthing Spaghetti and Meatballs Date:2/8/2013

Teacher: Ginny Witte School: Michigan State University

Class: KIN 355 Equipment: Noodles, Hula Hoop, any kind of Time: 5-10min. balls Grade: K-2 Targeted NASPE Standard(s): 1) Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. 2) Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Specific Objective: After completing this lesson, students will be able to move through general space without bumping into classmates or equipment while working on hand eye coordination. Concomitant Objective: Students will learn to move through an area without bumping into other classmates, working together, find out what skills work best for each of the teams, and work together as a team, as well as hand eye coordination. Safety concerns: 1) For children to be aware of their surroundings and be sure not to bump other children. 2) The children with the noodles to not swing the noodle around to hard, and aware that they are not hitting other children around them. Consequences: If students do not abide by the safety rules they need to sit out a game as a consequence. Time
1 Minutes

Procedures Followed

Materials

Warm Up: 1) Reach up and touch the sky, now touch your toes 2) Reach and touch your right leg, count 15 sec. Reach and touch your left leg, count 15 sec. Transition: Ask students to line up on the green line30 quietly so they can be attentive and listen for Seconds instructions.

Table of Contents Set Induction (transition to focusing on lesson): Ask students if they like spaghetti and meatballs. Ask if any of them do not like meatball and only the spaghetti. Learnable Piece Steps: 1) Have students count off, to make two teams, the spaghetti team and the meatball team. 2) Then to stay there until I say go! And move to separate sides of the gym/area. Presentation of New Material/Directions: 1) Have each person of the Spaghetti team pick up a noodle 2) Have each person of the meatball team grab a ball. Transition: When I say spaghetti, you say meatball, and stop where you are. Once every child has the equipment they need have them go back to their side of the gym/area. Guided Activity Time with Corrective Feedback In this game the hula hoops are our plates. The meatball team can pick up any of the balls and put them on the plates, want to get as many as you can on the plate. The noodle team does not like meatballs so they want to get all the meatballs off of the plate only using their noodle, no hands, or feet allowed. Possible Modifications: Once student seem to be uninterested switch the teams so that each of the children have a turn to be a meatball and a noodle/ spaghetti. Lesson Review/Closure/Checking for Understanding: 1) Ask the meatballs if they had to move fast or slow to get the meatballs on the plates. 2) Ask the noodles how they kept the meatballs off the plates. Noodles and Balls

2 Minutes

2 Minutes

3 Minutes

10 Seconds

Hulas hoops, Noodles,and balls

5 Minutes

3 Minutes

2 Minutes

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Notes:

Please complete the following: Objectives: 7) After completing this lesson the student will be more aware of their general space and move through activities appropriately. 8) ) After completing this lesson the student will be able to think critically through finding new strategies that better fir their team as spaghetti or a meatball, as wel as communication skills. Cues: 1) If you can hear my voice clap twice 2) When I say spaghetti you say meatball 3) When cues are given set equipment down at your feet Safety rules: 1) Do no hit children with the noodles, and be aware of other around you 2) Do not throw balls, place balls on the plate. Consequences: Have to sit out a round of playing for not listening to the safety rules. Feedback ideas: Congruent/Incongruent: Being equal through positive feedback to each team. General/specific: specify to one student who is particularly doing well, or one student who may need more encouragement. Group/ Individual: Give feed back to the winning team but be sure to not neglect the team that did not win. Closure, main point: Get feedback, Tell objectives, Ask if they liked the game.

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Ghostbusters Date: February 8, 2013

Teacher: Brian Maxwell School: Michigan State University

Class: KIN 355 Equipment: 1 Large Cone, 1 Soft Ball Time: 8:30am 9:50am Term: Spring 2013 Targeted NASPE Standard(s): - Standard 1: Student demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. - Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Specific Objective: After completing this lesson, students will be able to move in an unpredictable environment and manner, to adjust his/her speed accordingly, and to make quick, safe movements. Concomitant Objective: This lesson targets areas such as speed, reaction time, and hand-eye coordination. The goal of the lesson is to increase students abilities in these three skill areas. Safety concerns: Tagging must be done to the torso and arms only. It also must be a light tap with the ball. No pushing, shoving, or tripping. The ball may not be thrown. Consequences: Deliberate breaking of rules will result in the students removal from the activity. Time Procedures Followed Materials Warm Up: Leg stretches, 10 seconds for each leg. 1 Jog to one end of the gym and back.
Minute 30 Seconds

Transition: Ask students to line up on the green line closest to the entrance.

1 Minutes

Set Induction (transition to focusing on lesson): As students if they have seen the Ghostbusters movie, explain the concept of ghosts and ghostbusters and compare it to a game of tag.

0 Minutes

Learnable Piece Steps: Since this is essentially a game of tag with modified rules, learnable piece steps do not exist.

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3 Minutes

Presentation of New Material/Directions: 1. One student is selected as the Ghostbuster and the remaining students are Ghosts. 2. The Ghostbuster is placed in the center of the circle in the middle of the gym. His/her back is turned to the Ghosts lined up at the end of the gym. The Ghostbuster holds onto the ball, which he/she must use to tag Ghosts. 3. The first ghost in line approaches the Ghostbuster in the circle. 4. Once the ghost reaches the edge of the circle he/she says Knock Knock! 5. The Ghostbuster then turns around and begins to chase after the Ghost. 6. Two possible outcomes 1.) The Ghostbuster tags the Ghost and the Ghost then becomes the Ghostbuster. The original Ghostbuster then returns to the end of the line and the next Ghost gets his/her turn. 2.) The Ghost is able to escape the Ghostbuster and touches the cone on the other side of the gym. The Ghost then stays on that side of the gym, the Ghostbuster returns to the circle, and the next Ghost is to proceed. 7. The process is repeated until each student has had some sort of activity. Transition: Ask if students have any questions, ask for preparedness, and then say GO to begin the activity. Guided Activity Time with Corrective Feedback

Seconds

5-6 Minutes

1 Minutes

Possible Modifications: Possible modifications to the activity include the shrinking/expanding of boundaries based on the abilities of the students involved. A classroom setting is unlikely, as running is necessary. Lesson Review/Closure/Checking for Understanding: Ask students what they found enjoyable about the game

1 Minutes

Table of Contents and whether or not they found it difficult. Ask students whether they liked being a Ghost or a Ghostbuster more.

Notes:

Please complete the following: Objectives: 9) After completing this lesson the student will be able to make quick decisions and act at a moments notice. 10) ) After completing this lesson the student will be able to adjust speed according to the environment and become aware of people/things within their personal space. Cues: 1) Line up at the green line before game begins 2) GO to begin the game 3) STOP to halt the process if needed Safety rules: 1) No pushing, tripping 2) Ball may only be used to tag people IN HAND (The ball may not be thrown) Consequences: Breaking of any rules will result in immediate removal from the activity. Feedback ideas: Congruent/Incongruent: General/specific Group/ Individual: Closure, main point: The objective of the game was to increase students abilities in speed, spatial awareness, hand-eye coordination, and quick thinking. Beach Ball Math Teacher: Meghan Justema School: Michigan State University Date: April 5, 2013

Table of Contents Class: KIN 355 Equipment: Beach Ball, Permanent Marker Time: 8:00-9:50 Term: Spring 13 Targeted NASPE Standard(s): Exhibits responsible personal & social behavior that respects others and self in physical activity Demonstrates competency in motor skills & movement patterns Specific Objective: After completing this lesson, students will be able to learn and review grade-level appropriate multiplication, division, addition, and subtraction facts. Concomitant Objective: After completing this lesson, students will be able to recall multiplication, division, addition, and subtraction facts from memory. Safety concerns: Students may throw the ball so hard that it could be considered chucking the ball at other students. Be careful of the person you are throwing the ball to. Make sure they are paying attention and have their eyes on you. Consequences: If students are seen chucking the ball at other students, then they will be removed from the game. Time
1 Minutes

Procedures Followed Warm Up 1) Arm circles- do 10 forward circles and 10 backward circles -These will help warm up our biceps and triceps 2) Shoulder & Triceps Stretch- place right arm behind head for 10 seconds & place left arm behind head for 10 seconds -These will help warm up our shoulders and triceps Transition: On Go I need everyone to form a circle in the back of the classroom. Now we are ready to begin! Set Induction (transition to focusing on lesson): Discuss with students about mental math - How many of you have had to do mental math before? - How many of you consider yourself to be good at mental math? - Today we are going to practice and put our mental math skills to the test.

Materials

30 Seconds

2 Minutes

Table of Contents Learnable Piece Steps: Students will practice doing mental math. Also, they will be able to form math equations in their heads and figure out those equations using only minds. Presentation of New Material/Directions: Once we are finished with this lesson, you should be able to recite back to me math facts by memory and you should feel more confident in your mental math skills. We are going to practice our mental math skills using this beach ball. Now if we are going to use this beach ball for our game, what are some of the safety concerns that might be associated with it? -Have students tell you what the safety concerns are -Go over the consequences if the safety rules are broken (such as you will be removed from the game if you are seen chucking the beach ball at another classmate). Good job! Now it looks like we are ready to learn how to play the game! Transition: Before we begin the game are there any questions? If questions about the rules, clarify the rules If no questions, then begin the game Guided Activity Time with Corrective Feedback We are going to play a game called beach ball math. When you catch the ball look at where your hands land. You, the catcher, are going to use those two numbers to form an equation that you will either add, subtract, multiply, or divide. Say the equation so that the rest of the group can hear. Then, as a group, we will all say the equation and the answer. Then toss the ball to someone else, who will then repeat the same process. For example, I will toss the ball to the volunteer. The catchers hands land on 8 and 4. The catcher states the equation for everyone. In this example, she chooses to subtract. The catcher says, 8-4. The whole group repeats the equation and answers it. So they would say 8-4 = 4. The catcher will then toss the ball to someone else. Now lets see how quickly we can come up with equations and solve them! Toss the ball to the first student to begin the game. This game has no time limit, so it can be played for however Beach Ball

1 Minutes

3 Minutes

30 Seconds

5 Minutes

Table of Contents long seems appropriate. I will continue to give positive feedback as the game continues. Possible Modifications: -Practice only one math operation (addition, subtraction, multiplication, division) at a time -Use more complex numbers (double or triple numbers) on the beach ball -Let students use more than one math operation in each turn Lesson Review/Closure/Checking for Understanding: Once the game is finished, talk about what I noticed/saw and also give positive feedback about what I saw going on during the game. Discuss with students: -Ask them random mental math facts -How many of you feel more confident in your mental math skills? -What did you like about this game? -What could have been different about this game? I will tell students to continue to practice their mental math skills on a daily basis and they should practice them at home as well.

1 Minutes

___2__ Minutes

Notes:

Please complete the following: Objectives: 1) After completing this lesson the student will be able to learn and review grade-level appropriate multiplication, division, addition, and subtraction facts. 2) After completing this lesson the student will be able to recall multiplication, division, addition, and subtraction facts from memory. Cues: 1) Plus 2) Minus 3) Divide 4) Multiply

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Safety rules: 1) Now throwing the ball too hard at other students that it could be considered chucking. Consequences: If a student is seen chucking a ball at another student then they will be removed from the game. Feedback ideas: Congruent/Incongruent: Tell students how they did a good job with their mental math. General/specific: Tell students how they did a great job with this game. Group/ Individual: Tell students how they did a great job particularly with their addition (or subtraction, multiplication, or division) mental math. Closure, main point: Ask the discussion questions and ask students if they enjoyed the game and had fun. Also check to see if the objective was met.

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Research Paper and Citations

Kendra Asher KIN 355 section 001 Diabetic Students are Capable of Physical Activity 4/3/13

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Diabetes is when the pancreas produces either little to no insulin or the cells do not responds correctly to the insulin. Insulin takes the glucose into the cells. When this does not occur glucose builds up in the blood (Diabetes Overview 2008). Diabetes is important to consider in children because juvenile diabetes is being increasingly diagnosed with most cases being diagnosed between the ages of ten and nineteen(Center for Disease Control and Prevention 2012). Because of the number of children with diabetes it is becoming a medical condition for physical education teachers to consider when teaching their students. Some may argue the risks of physical activity outweigh the benefits of diabetic students participating. However, the benefits are worthwhile to achieve through precautions and knowledge. Students with diabetes are capable of participating in beneficial physical education and activity, however some precautions are necessary. Even though diabetic students have a medical condition, they are capable of being a part of physical education and activity. According to Barbara Campaigne et al., children are capable of participating in regular vigorous activities with minimal risks and thus receiving the benefits (Campaigne, Gilliam, Spencer, Lampman, & Schork, 1984 pg 60). This means the medical condition is not a hindrance or barrier from physical activity and consequently physical education. Research has found the synthesis of glycogen in students with diabetes and without it is similar during and after activity, Lars Hermansen states (Hermansen, Lars; Laboratory for Muscle Physiology, Work Research Institute, 1980 pg 33). Hermansen goes on to further claim the results indicate diabetics can participate in vigorous activity on a daily basis just as their nondiabetic counterparts (Hermansen, Lars; Laboratory for Muscle Physiology, Work Research Institute, 1980 pg 33). But it is not just daily activity diabetics can participate in. They can also

Table of Contents do strenuous daily physical activity (Hermansen, Lars; Laboratory for Muscle Physiology, Work Research Institute, 1980 pg 37). This is important to be aware of because physical education classes often involve vigorous or strenuous activities. If diabetics were not able to safely engage in these activities then physical education would have to be monitored and limited. In addition, research by Claes Thoren determined that as long as the intensity is not too high, then activity could be prolonged for thirty minuets (Thoren, 1980 pg 32). Thus, the duration of intense or vigorous activity is not a concern for diabetics. Although there are numerous studies that have determined that diabetics are capable of participating in physical activity, there are some precautions and risks involved. There are numerous risks for diabetics in physical activity that need to be addressed and regarded as important before they can participate in activity. In general, diabetics should limit weight-bearing exercises, incorporate warms ups and cool downs, and remain hydrated before and during exercise according to Diabetes Mellitus and Exercise (Diabetes mellitus and exercise: all patients may benefit 1998). Risks are usually associated with Type 1 diabetes. Type 1 diabetes is when the immune system attacks and destroys the insulin creating cells, which results in little, or no insulin produced (Diabetes Overview 2008). According to Diabetes Mellitus and Exercise, children may have greater variation in levels of blood glucose, this may mean assistance from adults is needed to maintain control over the glucose levels, and hormonal changes in adolescents are an added factor for control (Diabetes mellitus and exercise: all patients may benefit 1998). Consequently, during exercise these students may need to monitor their glucose level more closely to ensure hypoglycemia and hyperglycemia does not occur. Exercise when added to Type 1 can result in varied glucose levels. To participate, Type 1

Table of Contents diabetics may need to adjust their regimen (Diabetes mellitus and exercise: all patients may benefit 1998). However, there are still concerns with Type 2. Type 2 diabetes is the body resists insulin so that it is no longer used properly, but as the body needs insulin the pancreas no longer is able to produce enough insulin to maintain and regulate blood sugar (Center for Disease Control and Prevention 2012). Thus, a risk for Type 2 children is hypoglycemia. This is a risk because when the insulin level of those being treated with it becomes too high and with exercise increasing the mobilization of glucose and causing hypoglycemia claims Diabetes Mellitus and Exercise (Diabetes mellitus and exercise: all patients may benefit 1998). This means the students blood sugar level will decrease to become too low as the result of exercise. Risks from prolonged and untreated hypoglycemia are seizures and insulin shock leading to a coma (U.S. National Library of Medicine 2012). In conclusion, John Wahren and Lars Hagenfeldt state the importance of monitoring insulin during exercise, which is the primary risk for diabetics in physical activity (Wahren & Hagenfeldt, 1980 pg 39). Even with risks associated with diabetes and exercise, there are numerous benefits as well. Diabetes Mellitus and Exercise asserts that exercise can improve insulin sensitivity and lower elevated levels (Diabetes mellitus and exercise: all patients may benefit 1998). Campaigne states regular high intensity physical activity can lead to improvements in metabolic control in children (Campaigne, Gilliam, Spencer, Lampman, & Schork, 1984 pg 60). However, this is dependent on intensity, duration, and frequency (Barbara Campaigne et al. 1984, 59). As a result of improved metabolic control of insulin, decreased requirement for insulin may occur (Vermont Department of Health Diabetes Control Program, n.d. pg 33). In Type 2 diabetes, long-term exercise programs can help to prevent and treat the disorder and increase glycemic control when exercise occurs three to four times a week, with no adverse

Table of Contents affects (Diabetes mellitus and exercise: all patients may benefit, 1998). Thus, there are multiple benefits from exercise for those with diabetes. Most important though is the improvement in metabolic control of insulin. Although there can be adverse affects from participating in exercise for diabetics, when the correct precautions and awareness is observed, improved metabolic control can occur. Consequently, students can participate in physical education in schools as long as precautions are followed. Because of the number of students and children with diabetes, it is important for adults and teachers specifically to be aware of the risks. However, the benefit of increasing glycemic control is too important to overlook including reducing the need for insulin, more stable glucose levels, and the possibility of no longer being diabetic. Teachers can also help to facilitate a Care Plan involving teacher, parents, the principle and the school nurse in regards to how to manage the diabetic child and steps to take.

Table of Contents Bibliography Campaigne, P. B., Gilliam, P. T., Spencer, M. M., Lampman, M. R., & Schork, P. M. (1984). Effects of a Physical Activity Program on Metabolic Control adn Cardiovascular Fitness in Children with Insulin-dependent Diabetes Mellitus. Diabetes Care , 7 (1), 57-62. Center for Disease Control and Prevention. (2012, April 3). Children and Diabetes-More Information. Retrieved Ferbruary 22, 2013 from Diabetes Public Health Resource: http://www.cdc.gov/diabetes/projects/cda2.htm Diabetes mellitus and exercise: all patients may benefit. (1998). Consultant, 38 , 4, 1035+. Diabetes Overview. (2008, Novemeber 25). (N. I. Health, Producer) Retrieved Feburary 22, 2013 from National Institute of Diabetes and Digestive and Kidney Diseases: http://www.diabetes.niddk.nih.gov/dm/pubs/overview/index.aspx Hermansen, Lars; Laboratory for Muscle Physiology, Work Research Institute. (1980). Resynthesis of Muscle Glycogen Stores During Recovery from Prolonged Exercise in Non-diabetic and Diabetic Subjects. Acta Paediatr Scand Suppl , 283 (33). Thoren, C. (1980). Exercise Testing with Special Reference to Children with Diabetes Mellitus. Acta Paediatr Scand Suppl , 283 (33), 29-32. U.S. National Library of Medicine. (2012, June 27). Hypoglycemia. Retrieved Febuary 22, 2013 from PubMed Health: http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001423/ Vermont Department of Health Diabetes Control Program. (n.d.). Recommendations for Management of Diabetes for Children in School. 1-43. Wahren, J., & Hagenfeldt, L. (1980). Free Fatty Acid adn Ketone Body Metabolism During Exercise in Diabetes. Acta Paediatr Scand, Suppl. , 283 (33), 39-43.

Table of Contents ! ! ! ! ! ! Lindsay Goode KIN 355 section 004 Sleeps effect on a Students Performance 4-3-13

Table of Contents Sleeps effect on a Students Performance Sleep is something most adults feel they can never get enough of. However, for most children and adolescents, sleeping is the last thing they want to do. Because of this and many other external reasons, children who do get adequate sleep during the night have been proven to not perform as well academically compared to students who get quality sleep every night. It is important to think of school as a trip where one wouldnt start a trip with a half tank of gas, children and teens need to obtain a proper amount of sleep during the night to complete the school day successfully (Science Daily, 2007). This analogy helps make clear how important sleep is to child. It is important to analyze the connection between sleep and academics because sleep can be so overlooked and taken for granted and not enough people are educated about the reasons why sleep is crucial and many people believe that people dont need very much sleep. Others may assume that sleep has little effect on ones performance in academics and only affects a students drowsiness. But throughout my research over this topic I have learned the reasons behind why sleep is crucial for students to succeed. My position is that adequate sleep is important to a childs well-being and school performance. It effects millions of students every day and if people are educated about the necessities of sleep then maybe children will grow up understanding the importance and will maintain a healthy sleeping schedule throughout life. For this reason I am going to analyze the three main effects that sleep has on children; academic performance, behavior, and brain development. School success has been linked to the quality and quantity of sleep. Many studies looked at sleep patterns with usual grades, school start time in relation to sleep habits and quality of sleep related to academic performance as well as sleep patterns and classroom performance. Findings show that shortened total amount of sleep time, erratic sleep schedules, late bed times,

Table of Contents late rise times and poor sleep quality are all negatively associated with poor academic performance for adolescents (Wolfson and Carskadon, 2003, 497). This information explains that the quality and quantity of sleep directly takes a toll on a students ability to succeed in school. In the same study it was found that students who went to bed early on weekends and weekdays had higher grades than those who struggled to maintain a sleep schedule (Wolfson and Carskadon, 2003, 498). This provides more substantial evidence that students with higher quantity of sleep and better sleep quality have a better school performance. Students with proper sleep are better able to focus which improves their ability to understand and therefore may improve grades. Also, students with lower GPAs reported signs of daytime sleepiness while students with higher grade point averages woke up later on school mornings, woke less often throughout the night, and took fewer naps during the day (Wolfson and Carskadon, 2003, 497). Also, according to the article, Sleep loss, learning capacity and academic performance, it has been found that the greatest predictor of a students failure in school is fatigue. Fatigue is the difficulty in morning arousal. (Curcio, Ferrara, De Gennaro, 2006, 327). Overall, 21% of poor sleepers failed one or more years of school, while similar problems were seen in only 11% of normal sleepers (Curcio, Ferrara, De Gennaro, 2006, 327). This information supports that sleep is directly related to school performance and can also directly affect a students well-being. The quality and quantity of sleep can also affect how a student thinks, behaves and feels. According to Wolfson, sleep is an essential aspect of development and the way that children and adolescents sleep critically influences their ability to think, behave and feel during daytime hours (Wolfson and Carskadon, 1998, 875). This evidence supports that a student lacking in sleep has a lower ability to control their behavior which can directly affect their presence in a classroom and can lead to disruptive behavior, inability to concentrate and can affect their

Table of Contents emotions. Often times a student who goes to school without adequate sleep the night before, not only suffers in grades but is disruptive to other students and cannot hold their attention to what is being taught as long as other students who got more sleep the night before. In a study that observed second graders, fourth graders and sixth graders and their sleep patterns and behaviors, it was found that there are correlations between sleep-quality and neurobehavioral functioning and this was most apparent in the youngest age group. The children with less sleep also experienced higher rates of behavioral problems as reported by their parents. This evidence highlights the connection between a childs need for sleep and their behaviors and demonstrates that if they have poor sleep patterns they often act out and are disruptive (Sadeh, Gruber, Raviv, 2003). Sleep is crucial for children, not only because of their success in school but for the development of the brain. A sleep medicine review states that several different functions such as repair, growth, learning or memory consolidation, and restorative processes: all of these occur throughout the brain and the body (Curcio, Ferrara, De Gennaro, 2006, 323). These functions allow the brain to grow, make connections and reset for the next day. Without sleep a childs brain doesnt have the time to make connections from the things they learned the day before, consolidate these memories, and restore the brain. Without these processes taking place, the child will be sluggish, struggle to remember what they learned the day before, their attention span will be shorter and will not be ready for the next school day. This information emphasizes a childs need for quality sleep where the brain can grow, make connections, and restore for the next day. This evidence supports why I believe that sleep is so important in contributing to a childs academic performance. It is important to understand sleeps effect on children because sleep is what gives students the ability to be focused, listen, participate, behave appropriately and

Table of Contents help a childs brain develop and retain information. Sleep is so influential to everything humans do throughout the day and is often not valued enough. When young child are sleepy they are sluggish, have depressive moods, behavioral problems, struggle in school, are unable to focus and often do not perform at their best. With the proper amount and quality of sleep where children get to bed early and sleep through the night, children can fulfill their true potential academically and in every other facet of their life.

Table of Contents Bibliography American Academy of Sleep Medicine (2007, August 2). Sleep Is The Right Ingredient For Academic Success. ScienceDaily. Retrieved November 13, 2012, from http://www.sciencedaily.com- /releases/2007/08/070801122222.htm Curcio, G., Ferrara, M., & De Gennaro, L. (2006), Sleep loss, learning capacity and academic performance. Sleep Medicine Review, 10 (5). Retrieved from http://www.sciencedirect.com/science/article/pii/S1087079205001231 Sadeh, A., Gruber, R. & Raviv, A. (2002), Sleep, Neurobehavioral Functioning, and Behavior Problems in School-Age Children. Child Development, 73. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/1467-8624.00414/abstract Wolfson, A. R., Carskadon, M. A., (2003) Understanding adolescent's sleep patterns and school performance: a critical appraisal. Sleep Medicine Reviews, 7 (6). Retrieved from http://www.sciencedirect.com/science/article/pii/S1087079203900037 Wolfson, A. R., Carskadon, M. A., (1998), Sleep Schedules and Daytime Functioning in Adolescents. Child Development, 69. Retrieved from http://search.proquest.com.proxy2.cl.msu.edu/docview/62464657/13C701C70B1 ADEF86F/1?accountid=12598

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Playground Evaluation Assignment

Aspect of Activity-Friendly Playground Name and Location of Playground Evaluated: 1. Does the playground have signs? Any way to tell what they call the area? Detailed Description of Answer and Proof Red Cedar Elementary School, East Lansing There is a sign that says the playground is intended for those 5 to 12 and adult supervision is required. In addition, some of the metal play structures had small stickers with this information as well. There was no way to tell what the area was called. There are no signs designating areas for specific activities. If areas were intended for more than the obvious reason, it was not communicated. However, a field where sports could be played and the basketball court were visually separate from the playground with sidewalks or different surfaces. The playground had an abundance of equipment. There were many climbing structures and slides. I have never seen so many swings at a school playground before. The equipment was in good condition. There was no rusting that I could find on the metal. The only area that could be improved is the amount of woodchips under each swing because it has been worn down into a hole. The playground offers a variety of activities such as climbing, swinging, basketball, foursquare, and more. The structures could be used for vigorous activities such as tag but this is all inferred. To work muscle strength and endurance, there are monkey bars. The rock wall climbing structure works on these as well and flexibility. The playground is located behind the school and is almost completely fenced in besides a few entrances. However, some areas have heavy brush and trees in front of the fence. This could lead to stick fights and other dangers. In addition, some portions of the playground are located around corners of the

2. Does the playground have zones designated for certain activities? Are the zones clearly marked?

3. Does the playground have adequate equipment? What equipment does it have? Is the equipment in good, safe operating condition? How so?

4. Does the playground offer a variety of activities, encourage activities differing intensities, work the different fitness components? In what ways?

5. Is the playground located in a safe place? Are there things around the playground that might be unsafe?

Table of Contents building which means supervision could be difficult. The playground also backs up towards a hotel and shopping area. 6. Is there a Learning area? There is a round brick area located right by where the students enter from the school. Behind it into the side of a small hill are seats made of rock. This would be a good place to have students sit while they are taught a lesson or new skill. However this is not identified as such. 7. Is there a low-intensity zone/area? If Again, since areas are not labeled I have to so, where is it located? If not, where infer. There is a sand box, which would might you put one? provide low intensity, and lines for foursquare are available as well. I would place a designated area on part of the open filed because it is so large. 8. Is there a walking/jogging trail? If There is potential for a walking trail. One not, could you create one in this location? could go around the playground area but If so, what is its location? Can this trail outside of it. This would keep those on the be seen by staff members who are there trail out of the way of other activities and be to supervise? able to be supervised. 9. Is there an area for Organized Group Activities? If so, where is it and how good of a location is it? If not, where could you put one? 10. Are there spots for both recreation and competition? Are they separate from each other? Again, by inference I can conclude the field is used for this purpose. It is very large and can be seen from all areas except the basketball court. It is also flat and grass which make it safer. Yes, because the playground area is so large I see no issues with not having enough space for these two activities. The field is large and the basketball court is as well.

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I liked the playground at Red Cedar Elementary because of its large size and large variety of equipment. Students had many options on what they would like to do and I can assume would not have to wait long to do an activity. I really liked the items to work on balance through uneven balance beams close to the ground. The large open field is such a great space and can be used in so many ways. In addition, one play structure is higher off the ground and with smaller steps leading to it. This makes me think it might be intended for older students. If this is true, I like that students of different ages and development have equipment more tailored towards their needs. However, there are still some things that I would change. I would add a walking trail around the playground woodchip area. This would help to promote low intensity physical activity along with the already present sand box and hop scotch area. As for moderate and vigorous activity, the playground has many areas to support these types of physical activity including basketball courts, tennis courts, play structures, and an open field. Even with the variety of activities the playground supports, I would highly suggest that the playground be given signs to designate areas for specific activities and look into how to maintain supervision around the corners of the building. In conclusion, I think the playground is almost complete in promoting physical activity and will be complete with a few minor changes.

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Playground Activities
1. Obstacle Course: lead the students through play structures, around the playground, and up and over things. Once students understand the concept, a student can be the leader with the teacher at the end of the line following. Students will put their hands on student in front of them when it is safe to do so. 2. Kick the Can: This game is a variation of tag and hide & seek. One person or a team of people are designated as it and a can is placed in the middle of the playing area. The other people run off and hide while the it covers his or her eyes and counts to a certain number. It then tries to find everyone. If a person is tagged by it, they go into a holding pen for captured players. If one of the un-captured players manages to kick the can, the captured players are released. The game is over once all the non-it players are in the holding pen. http://www.wired.com/geekdad/2009/08/simpleoutdoorplay/ 3. Spud: This outdoor game is a lot of fun. Every player gets a number and crowds around the person who is it for that round. It then tosses the ball straight up and the other players run away. As the ball reaches the top of its toss, it calls out the number of one of the other players and then runs away also. The player whose number was called must run back and catch the ball (or chase after it if it is bouncing around). Once that person has the ball, they yell, Spud! Then everyone else must freeze. The person with the ball must try to hit one of the players with the ball. If they do, that new person gets a letter (first S, then P, then U, then D) and is now it. If they miss, the person who threw the ball is it for the next round. http://www.wired.com/geekdad/2009/08/simpleoutdoorplay/ 4. Wall Ball: Only 10 people allowed on the wallball court at one time. The others must wait in line on the ramp. If you try to catch a ball after it has bounced off the wall and you drop it, or it touches you and you do not catch it, you must run and touch the wall before another player can pick it up and hit the wall with the ball. If the ball hits the wall before you do, you are out and must go to the end of the line. You do not get three outs before another person gets to get in only one out. If you accidentally hit the person trying to run to the wall they are not out. http://bandelier.aps.edu/playground-gamesand-rules 5. Four Down football: How to play: Divide students into teams with 4-6 players. Play area is shaped like a rectangle. The team with the ball starts on their own goal line. Players have four plays to get into the other teams end zone. One player is the quarterback for that play. The ball is thrown to an open team mate. If the pass is complete team goes to new location, if not complete then stay in old spot. A new quarterback is needed and play continues. If the ball is intercepted then play is reversed. There is no contact and the person with the ball cannot run. http://www.crsd.org/Page/18133

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Resources
1. http://www.pecentral.org/ a. I chose this website because it offers many lesson plan ideas for teachers. Regardless if teachers are integrating their lessons or specifically teaching some physical activity, this site has many ideas that can explore. I also like how the site is arranged so categories or type of lessons can be searched. 2. http://www.aahperd.org/naspe/ a. From this website I can learn a lot about the NAPSE standards including how to implement them. The site also provides information for parents and students. This can be used to share with parents the goals of some of the physical activity I might implement. As a teacher, I believe it is important to communicate with parents the reasoning of a lesson or goal. 3. http://www.michigan.gov/mde/0,4615,7-140-28753_38684_29234---,00.html a. I am not sure where I plan to teach when I gradate but since I currently live in Michigan it is important to explore the goals or standards for the state. This website provides grade level expectations for physical education and different forms of assessment including Fitness Gram and the Presidents Challenge. 4. http://www2.aap.org/sections/schoolhealth/ a. As a department or organization of the American Association of Pediatrics, the organization believes in educating children about their health. In addition, the web page gives methods or suggestions on how to encourage pediatrician to get involved in health education in schools. In the event that there is not physical education teacher, it would be a good idea to have a pediatrician volunteer to educate the students. 5. http://www.cdc.gov/ a. The Center for Disease Control and Prevention offers unlimited information about most items health related. From guidelines and statistics to general knowledge the web site is simple and understandable. Because it is reputable, the information can be trusted and is valid to use. The information on the site has the potential to be used for determining areas of health related materials with the greatest potential impact on my future students. 6. http://www.med.umich.edu/yourchild/topics/devmile.htm a. Presented by the University of Michigan the web page provides information on many of the different milestones of motor, mental, and other areas of development in children. As a teacher, it is important to know approximately where the students should be developmentally wise so that appropriate activities can be planned. In addition, teachers need to look for development that is not occurring currently and notify professionals. 7. http://www.choosemyplate.gov/ a. Offering information on the replacement for the Food Pyramid, this My Plate site offers resources for parents, students, and teachers. It has tips for how to discuss the program in the classroom and videos as well. The site would be good to show students so that they can explore the recommendations themselves in a fun manner. 8. http://www.letsmoveschools.org/

Table of Contents a. A government sponsored program to increase the physical activity of children, this site focused on schools and how this can be done there. Through grants and education, teachers can become informed and role models for their students. 9. http://www.fitness.gov/ a. What I really like about this source is that it provides public service announcement with athletes and celebrities. They are role models for the students so I believe showing them these clips could inspire them to be more active. The site has guidelines, success stories and ways to be active. 10. http://kidshealth.org/kid/index.jsp?tracking=K_Home a. Designed for children, this portion of KidsHealth is directed towards children. Thus the information is exciting and relevant for them. As a teacher I can use this website to engage students in their health and let them do their own research and information gathering. Through games and quizzes, students will take control over their health education.

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Physical Activity Philosophy

With increasing standards and goals for students to meet and learn, they spend more time in their chairs each day. Adding insult to injury, many districts are being forced to cut physical education instructors because of budget cuts. The responsibility to educate students about healthy and active lifestyles is left to the classroom teacher. Teachers need to inform students about making decisions to encourage a healthy lifestyle such as being active and eating according to the My Plate program. Teachers can be role models as well in the classroom by making healthy lifestyle choices as well. When students see their teacher eating vegetables and walking around the school during their lunch break, young students in particular will mimic the teacher. Other important measures for teachers are to incorporate brain breaks and inclusive lesson plans. Brain breaks are short breaks lasting about five minutes that get students out of their seats and moving. This could be dancing or stretching. These breaks help improve students retention of new information. Inclusive lessons incorporate physical activity into core curriculum. This is one of my favorite ways to get students moving because it takes the content required by standards and adding movement or activity to it. These lessons are almost like bonus brain breaks. The teacher can use brain breaks and inclusive lessons in the classroom daily with proper preparation. Students will learn how to be team players, be active safely and discover their passions for active lifestyle choices through exposure to many different types of physical activity and education. Through interactions with teammates students will learn how to be a team player and encourage each other. Before activities, students will stretch and learn about safety precautions for they are active. With a diverse and varied exposure to different sports and activities, student will find what activity they enjoy. They can then use this activity to get the recommended hour of physical activity each day. Physical education is about informing students about life long health and helping them to discover a passion for it. Many times students have negative experiences in physical education that deter them from future activity and this should be avoided. Whether in the classroom or on the playground, the teacher should supply students with the resources they need to develop their own healthy lifestyle. From brain breaks to health lessons, teachers are one of the many catalysts for students to use as they develop their lifestyle. As a teacher, I have learned the importance of being active and simple measures that can be accomplished in the classroom. I have also learned and practice teaching physical activity

Table of Contents lessons which have taught me a lot about structure, planning, and management. These can be applied to any classroom and are valuable skills to have begun to develop.