Title IX in schools

            In 1972, Title IX became a law that stated “all federally funded programs, including athletes, to provide for equal treatment and opportunity for participation of men and woman” (Knight, 2001, pg 220).  This included schools, athletic programs, jobs, etc where woman were involved.  For this class, I chose to interview two people, my grandmother, Mary, who graduated high school in 1964, and my high school physical education teacher and coach, Mrs. W.  Both of these women were around when Title IX was not a law just yet, and then Mrs. W was around when it was starting to change the schools.

            My grandmother was born and raised in Starlight, Pennsylvania and she now works at a computer company DCIS in Deposit, New York.  She graduated high school in 1965 from a very small school where they only had about eighteen students in a class.  Since she graduated so early, she was not affected by Title IX.  When I had asked her about it Title IX, she did not really know what I was talking about considering where she is from; it is a very small area where the schools were not really affected by anything.

            Mrs. W was my high school physical education teacher along with my field hockey coach throughout my high school career.  She graduated high school in 1970 then went onto becoming a physical educator to make a difference for girls in the school system.  After her own personal experiences in school with athletics, she wanted to be the one to make a difference.  So, she began teaching in January of 1975, a short while after Title IX was passed.  She made a difference in the school that she went to, as soon as she observed what was going on with the athletic programs.

            When I asked both of my interviewees what their sporting experience were like when they were in high school and their answers showed that they had two different experiences.  My grandmother said that, “it consisted of me and other woman playing the only two sports allowed for us, softball and basketball.”  Even though there were only two sports allotted for women, it was almost the same for men (but baseball instead of softball).  But the men were allowed to participate in track along with basketball and baseball, so they had a little more opportunity than the women to participate in sports. 

            Mrs. W had a different experience then my grandmother; she had no organized sports for girls while there were many organized sports for the boys.  What the girls were offered was signing up to play basketball, softball, soccer, volleyball, field hockey, and archery “intramurals” during the free activity period three times a week.  Sometimes the female physical education teacher would pick an “A” and “B” team to go to other schools along with other “intramural” sports teams they then would have round robin tournaments once a year.  Even though this was a sporting opportunity, it was not a full opportunity.  The boys had organized teams, uniforms, rules, and they played all year round.  Unlike the girls who played the intramurals, their gym clothes as their uniform, had “easier” rules to play to, and they played one day out of the whole year for all the activities. 

An example of different rules would be when Mrs. W explained how basketball was played to me: “We had a set of “girls” rules to abide by, which included 6 player teams (not 5). We were only allowed to dribble the ball 3 times, one was assigned as a “stationary guard” or a “stationary forward”, which meant that you had to stay on your own side of the court, there was NO running to both ends, unless, on occasion, you got to play the “rover” who got to play the whole court.”

            As a teacher, Mrs. W was the one who created sporting opportunities for most girls.  When she first began to teach there were only varsity level sports for the girls teams in basketball, volleyball, softball, and field hockey.  With these teams they had one uniform for all the sports compared to the boys having a uniform for each sport they played.  Mrs. W said that the funding the school allowed for sports was mostly given to the boys teams, which was why there was only a varsity level along with only one set of uniforms for the girls.  Once Mrs. W began to realize this, she started making changes in the athletic program. 

She first began with starting a JV level for each of the sports offered.  Even though she was getting paid, very little, to coach the varsity teams, she offered to coach the JV teams with no pay.  After standing up to the school system, she finally made a point and there were now coaching positions for the JV teams she had started.  Another change Mrs. W told me about was the equipment situation in the athletic program, “I also began looking at our “lack of equipment” situation for the girl’s sports. Seemed the boys had all the supplies (ex: basketballs) and equipment (backstops, goals, etc.) that they needed to play. The girls had nothing, no backstop for Softball, no standards for the volleyball court, etc.”  With stating some aspects of the Title IX law, Mrs. W was able to provide an equally enough athletic program for the girl athletes.

            With sports, came after school activities that woman were able to participate in, along with how the general public viewed female athletes.  Mary stated that “there were not many activities available outside of school since the school was so small.  We only had two sports along with track for the boys, but the girls were able to participate in the same sports along with the boys.”  The size of the school really had a factor on what women were able to do, since it was really small then the women were able to participate more and the general public did not see a problem with the girls being athletes.  Mrs. W also had a similar experience with the public mostly when she became a teacher and coach.  She said that the public was always very supportive of getting sports teams started or building something for the teams.  The community would even lend a hand financially if the teams needed help with fundraising for their sport. 

            Based off what I have been learning in classes about teaching students along with Title IX and how before it was in effect, female students also had a difficult time in classes.  If the classes were co-ed with a male teacher, then they could be treated differently by having to do different activities.  Like I have said before, my grandmother’s school was very small, so 9^th and 10^th grade classes were put together then 11^th and 12^th grades classes were always together.  In all of her other classes, they were also not co-ed.  She told me that she did not have a hard time in physical education class or even in other classes.  She had a male teacher, who was also the coach of all the sports, and it was not a co-ed class. Since the class was not co-ed, she did not get treated any differently that the other girls in her class, but also she did not have to deal with male students in her classes.  My grandmother said that, “We played many different sports while in gym class, like volleyball, gymnastics, basketball, etc”. 

While Mrs. W was a student her physical education classes were different.  She had a female teacher, with no boys in her class also, since there were no sports for girls, the female teacher was in charge of sports day (as mentioned earlier).  Since there were no boys in the class, everyone was taught and treated the same.  As a teacher, Mrs. W kept the same values as her mentor.  She claimed him to be a “class act gentlemen who always treated every student the same no matter the gender.”  For twenty two years she stuck with the idea of every student being treated with equal respect no matter the gender.

            One of my final questions that I had asked my grandmother and Mrs. W, was how they were affected by Title IX.  Their answers were about how the rest of their answers had been for the whole interview, different.  Since my grandmother graduated from a very small school, with no co-ed classes, she was not affected by it.  She told me that maybe Honesdale High School may have been affected because it was the main school in the area along with it being one of the bigger schools.  But she did not really know considering she did not go there. 

Mrs. W felt that without having Title IX growing up to having it implemented has helped her become the teacher she is today.  Growing up, she knew the differences with the girls and boys sports about how the boys had more opportunity and then girls had no organized sports.  When she became a teacher while Title IX was being implemented in her school, she made sure to be the one to start all the female sports, she made sure to get the right equipment for the girls teams, and also to get funding for them.  Not having opportunities as a student, made Mrs. W to provide equal opportunities to the girl athletes when she became a teacher.  By doing all these things, she has made a difference in schools and to many girl athletes.

            This interview has opened my eyes on how lucky I am to post-Title IX.  Without it, I would have never really been able to play the sports that I love, or possibly even become the teacher I have always wanted to be.  This has helped me see that I am very lucky and I do not know what I would have done without sports in my life.  Even though my grandmother was around during Title IX, she was not affected by it because of where she was located and when she was done with school.  Mrs. W was a student, a coach, and a teacher while Title IX was being developed and set in place.  She made a difference because she did not want girl athletes to go through what she had gone through while she was in school, and she did.

Asthma in the World of Physical Education

            When I was in the second grade I was running the mile in my physical education class for my physical fitness test, when I finished I realized that I could not breathe.  My teacher brought me into the nurse’s office where she told me that I had the characteristics of a medical condition called asthma.  When I went to the doctors, I was diagnosed with exercise and environmental induced asthma.  Asthma is the most common chronic condition in children and adults worldwide (Caple and Schub 2011).  With having asthma, it can lead to the fear of not want to exercise or play sports due to the fear of not being able to breathe.  Another factor that can lead to the inactivity is children who are obese that also have asthma.  The purpose of this paper is to give more background on asthma, introduce exercise induced asthma, and relate the relationship of physical activity and asthma, then ways to help better manage asthma in children.

            Asthma is the most common chronic condition amongst children and even adults worldwide that also leads to the most missed school days by children and work days by adults.  According to Caple and Schub, asthma is a “chronic disease characterized by the reversible airflow obstruction due to inflammation and narrowing of the airways” (2011).  Asthma can be separated into four different categories based off how severe and how often the symptoms are: intermittent, mild, moderate and severe persistent (Caple and Schub 2011).  Depending on how bad the child’s symptoms are will depend on what category they are.  For example, a child with mild persistence, the child only experiences their symptoms sometimes compared to a child who has severe persistence who has their symptoms all the time.  One thing that can be very fearful to child would be a status asthmatic, or an asthma attack.  An asthma attack can be very dangerous because it can lead to respiratory failure and even death.

            Asthma affects people of all ages, sex, ethnicity, and status’ in the world.  Granted, it is more prominent in certain areas of these four things.  Thirteen percent of children are affected by asthma compared to the seven percent of adults who are affected by it (Caple and Schub, 2011).  According to the article Asthma Prevalence, females have a higher prevalence of asthma compared to males and this is because as child boys have a higher prevalence than girls but as they get older it changes to girls (Akinbami et. al 2005).  Having asthma can affect people of all backgrounds and ethnicity, like people who are American Indian, Alaskan, Puerto Rican etc. have a higher chance of being asthmatic compared to people who are white.  Another factor that can increase the asthma prevalence is the status of a family in the economy.  People who have a lower income that is below the federal poverty level can lead to people having a higher chance of getting asthma (Akinbami et. al. 2005).

            In 2008, children ages 5-17, who had one asthma attack per year, missed at least 10.5 million days of school (Akinbami et. al. 2005).  By missing school, children are missing classes along with being physically active which can lead to their activity level being lower than that of their peers.  This can allow the students to slip below where students are supposed to be on the state standards.  5.5 percent of the children who missed class had an excused activity limitation.  According to the article Asthma Prevalence, activity limitation is:

A long term reduction of a person’s capacity to perform the usual kind or amount of activities associated with his or her age group as a result of a chronic condition. Akinbami et. al. 2005

            With this, like stated previously, the children were not able to participate in physical education class because of their activity limitation.  Without being able to participate in some sort of physical activity, there can be more of a chance of child obesity.  The symptoms of asthma are dry couch, wheezing, chest pain (mostly in children), shortness of breath, rapid breathing, fatigue and having a difficulty activity level compared to their peers.  Reduction of these symptoms can happen with prescription medicine along with keeping away from irritants that can trigger asthma.  Some of these irritants are smoke, allergies, stress, respiratory infections, and also exercise. 

            Exercise induced asthma (EIA) is just one of the many different kinds of asthma; it is a condition where there is respiratory distress that is triggered by aerobic exercise.  With having exercise induced asthma there is a problem when it comes to performing any type of aerobic exercise, a person may experience coughing, wheezing, a shortness of breath, tightness in the chest, fatigue after exercising.  These symptoms can occur during and even after exercise and can last for up to an hour until they finally cease (Buckley and Schub 2011).  There are real no reasons as to why this occurs but a theory is that there is a loss of heat or water in the lungs during activity from heavy breathing or heavy exertion.  Exercise induced asthma should not be confused with bronchitis or pneumonia or any other type of respiratory infections (Buckley and Schub 2011). 

            Unlike regular asthma that has many other irritants that can trigger the symptoms, the only trigger for exercise induced asthma is exercise.  EIA is actually very common, it occurs in 12-15% of the general population, 35-45% of people who allergy rhinitis, and almost 90% of chronic asthma patients (Buckley and Schub 2011).  Even though exercise is one of the only triggers for EIA, another small trigger that can create on onset of EIA, is the cold weather.  Which is why it exercise induced asthma is higher in winter athletes who participate in winter skiing, ice hockey, and cross country skiing with about 30-50% of winter athletes having it (Buckley and Schub 2011).

            There are two ways to help manage exercise induced asthma, medicated and without medication.  With medication there are inhalers that can be taken before and after exercise, they help to reduce the swelling in the respiratory track and also improve breathing.  There is also something called a cell stabilizer that prevents manifestations and leukotriene inhibitors (Buckley and Schub 2011).  By learning how to breathe a different way can also help to manage EIA without medication.  In other words, breathing through your nose and not your mouth can help to decrease the symptoms.  Another way would be to change the exercise activity that someone is doing, like going from running and changing it to swimming.  Swimming is a lot less strainful on someone with asthma.  By increasing someone’s conditioning can help to lessen the EIA attacks along with help to improve it (Buckley and Schub 2011).  This is something that would be good for helping children because they will be able to still be fit, but also they will be able to reduce their asthma symptoms. 

            People who are at high risk of having exercise induced asthma are people who have chronic asthma, children, and winter athletes (like previously mentioned).  While having exercise induced asthma there are many risks that can help trigger symptoms to occur.  As previously mentioned cold air can help to trigger it, along with having poor air quality, a respiratory infection, having poor condition, and of course the major one, exercise.  Certain sports along with exercises will trigger it more than others.  For example, playing soccer compared to gymnastics will be more of a trigger due to the excessive running and high intensity compared the short bursts of running and low intensity level of gymnastics.  This can be extremely crucial to children who want to be involved in high intensity sports because their asthma ‘might hold them back’.  When it comes to exercise, any type of exercise that has a high intensity level or an aerobic exercise that last longer than ten minutes will trigger the symptoms of EIA (Buckley and Schub 2011).  As long as someone has total control over their asthma, knows what their limit is, along with take their inhaler before exercise, anyone can participate in high intensity exercise even with EIA.

            Exercise induced asthma is something that might hinder someone from playing sports or participating in physical activity, about 70 -90% of people have allowed it to hinder their participation (Kemp et al. 2004, page 861).  The thought of not participating in sports or participating in physical activity is mostly common in children due to the fear of not being able to breathe.  But this is not true, there have been many studies showing as long is someone is in good physical conditioning then they would be able to participate in sports or physical activity (Kemp et al. 2004 page 862).  There are many elite level athletes who have exercise induced asthma that still compete in the sports and activities they enjoy.  For example, in the 84’ and 96’ summer Olympics, at least 11-20% of athletes that participated had exercise induced asthma.  Then also in the 98’ winter Olympics, where EIA is more likely to be triggered, 23% of athletes had exercise induced asthma (Kemp et al. 2004, page 861). 

            There are many health benefits to participating in physical activity, it is a physical educators job to be sure that children are participating in physical activity due to the increase of obesity rates in children.  Some benefits include, a better aerobic fitness level, an improved performance in sports, and of course the decrease in a chance of obesity.  Inactivity in physical activity can lead to lower levels of aerobic fitness and an increased chance of being overweight that can lead to an increase in obesity rates.  By participating in physical activity, there is an increase in health benefits but also a healthier adulthood.  Asthma cannot be cured, but it can be managed, by improving physical conditioning and participating in physical activity.  Without the participation as a child, there is a chance that their asthma will not be controlled which can lead to an unhealthy adulthood because of the lack of control over their asthma (Kemp et al. 2004, page 862).

            There have been many studies to show a relationship between the fitness levels of a child with asthma and a child with no asthma.  Based off the studies found by Kemp and others in the article Fitness and Physical Activity in Children with Asthma, there have been many different results, but a majority of the results end in children with asthma are capable of having the same fitness levels as a child without asthma (2004 page 865).  The rest of this paper is going to talk about some of these studies and their findings, along with how a physical educator can improve the physical activity levels of a child with asthma.

            Most of the studies in the article compare the maximal oxygen consumption (VO2 Max) between asthmatic children to non asthmatic children (Kemp et al. 2004, page 863).  One of the studies that Kemp and others found assessed “the maximal oxygen consumption of 20 mild to severely asthmatic boys on a cycle ergometer and concluded that even children with severe asthma have a normal maximal oxygen uptake capacity” (Kemp et al. 2004, page 863).  There have been many other studies that agree with this one, that asthmatic children are able to have normal VO2 Max levels the same as their no asthmatic peers.  Granted it might take some time for children to get to the same point as their non asthmatic peers, but there is still a chance for them to be physically fit.

            Granted there have been studies that found that children with asthma are able to have the same maximal oxygen uptake, there have also been studies that showed asthmatic children were able to have about the same aerobic fitness as children without asthma (Kemp et al. 2004, page 864).  One of the studies compared eighty asthmatic and nonasthmatic children who were measured on a maximal treadmill test and were matched up compared to their age, weight, and height.  The study showed that “as long as physical activity levels are comparable with that of normal children, asthmatic children are capable of achieving similar level of aerobic fitness” (Kemp et al. 2004, page 864).  With this information, it shows that asthmatic children are able to have the same levels of aerobic fitness of their nonasthmatic peers even if they have asthma.

Some ways to help children improve their asthma in the physical education setting can range from changing their activity levels to introducing them to a fitness plan to work with.  Instead of having children with low condition levels and asthma perform all the same tasks as children without asthma at the same level, possibly have the asthmatic children start at a lower less intense level.  It is almost like modifying the equipment for students, but instead it is modifying the activity level.  Another idea to help children improve their asthma through physical activity would be to introduce them to a fitness plan to help them outside of the school setting.  Even if it consists of starting a program after school for children to go to play organized games that have different levels of physical activity.  Even though these are just ideas, they are ways to possibly help keep children with asthma active in and outside of the physical education setting that way their conditioning levels do not decrease.

            To conclude, asthma is a worldwide disease that is not cure able but it can be managed.  In order to help manage asthma, improving physical conditioning along with increasing the participation in sports with children can lead to a healthier adulthood.  Exercise induced asthma can be trigger mostly by exercise, especially of high intensity like soccer.  But that does not mean that someone who has EIA cannot participate in high intensity exercise or sports.  Children fear the idea of physical activity because of how scary asthma can be to a child.  As a physical educator, asthma can affect how a child participates in class because they might not want to play games or run around because of their asthma.  Even though studies have shown that physical activity actually helps children decrease their asthma symptoms. 

References

Akinbami, Lara J., Xiang Lui, and Jeanne E. Moorman.  (2011). Asthma Prevalence, Health Care Use, and Mortality: United States, 2005-2006.  National Health Statistics Reports. 

Buckley, Leonard L. and Tanja Schub.  (2011). Asthma: Exercise Induced.  Quick Lesson About….

 Caple, Carita and Tanja Schub.  (2011). Asthma: Child/Adolescent.  Quick Lesson About….

Kemp, Justin G., Richard G.D. Roberts, and Liam Welsh.  (2004). Fitness and Physical Activity in Children with Asthma.  Sports Medicine.  Pages 861-868.

High School or Elementary?

            For the longest time I have always wanted to become a high school P.E. teacher.  But after my field observations at the Freeville and at the Cassavant Elementary schools, my mind changed.  Elementary school is so much fun and little kids made my day so much better after I spent time there.  I would go into class feeling miserable, but then I would leave in the best of moods.  While at both of these schools I observed my host teacher who taught me more than just ways to teach elementary students, I learned how to act in front of the students.  The number one thing my teacher told my partner and I, was the more goofy we are with the students, the more they will love you. These journal entries are my reflections on what I saw during my time there. 

Journal: Day One                                                                                         

            Today was the first day that I went to one of my host schools, Freeville.  The teacher was very good with the students.  The students really listen to him; he has very good class management.  All the students know where they need to go when they enter the gymnasium and how to enter the gymnasium correctly.  If they run into the gymnasium then he tells them to go back and walk.  The students know what to do when he blows the whistle; they all sit down immediately and wait for further instructions.  At the end of class the students all line up quietly and wait for their classroom teacher to arrive.  My host teacher’s classroom management is very good and he knows how to work with the students.  From what I saw there are no students who have any special needs in my classes.  But he has mentioned there are students who do have some special needs and they do receive help. 

When my partner and I arrived it was the day that he was talking about Jump for Heart.  So after he talked to the students, he just had them play Chinese Temple Tag.  From what I saw the students learned things in every domain.  Cognitively they learned about their heart and how to keep it healthy.  Psychomotor wise, they learned about how to jump rope and they learned about how to play Chinese Temple Tag, running around, can also help their heart.  Affectively they learned about working together in some jump rope activities and also raising money as a group can help other people.  The students all learned about ways to help their heart and how to keep it healthy. 

            I noticed that my host teacher is fairly close with all the other teachers.  The classroom teachers come right into the gymnasium with their kids and talk to my host teacher about what is going on with the kids that day or who is absent.  Then after class, he does the same to them when they come to get the kids.  He tells them who had a problem or to look out for one student who doesn’t feel good.

Journal: Day Two                                                                                         

            Today the students were working on Jump roping for Jump for Heart.  The students really loved the idea of it.  They were able to win awards like the “Best Jumper” or the “Best Trick”.    I thought it was great that they loved the idea of jump roping for the whole class; they all seemed to really enjoy it.  The teacher made sure to check for the students understanding of the lesson.  They were asked about why it is good to jump rope and what part of your body it helps.  He made sure they understood what the heart does for them, and that they need to be active in order to keep it healthy.  The students also worked on their affective domain.  They had to do group jumping or double dutch.  They all seemed to work decently well with each other but at some points they did not.  And of course they worked on their psychomotor domain, they had to find new ways to jump, they had hula hoops they needed to jump with also so they had to figure that out.  The students had to learn the best way to jump the longest and see how long they could last.

            When looking at the students dealing with this lesson I can see that they are able to work within the skill themes.  They are mostly working with their nonmaipulative and their locomotor patterns when it comes to jump roping.  They of course worked on jumping and landing, but some of the students would jump rope while running or hopping on one foot.  A way that my teacher assessed student learning today was by checking for their understanding in the beginning of class and to check all the students tricks or who could jump the longest.  In the beginning of class he asked the students questions about the heart and then he asked some more at the end of class.  After giving the students practice time he checked every student to see if they had a trick not just the ones who did.  During a competition to see who could jump the longest he assessed at that point also.  I would have assessed the students about the same way cognitively.  But psychomotor wise I may have actually had a chart or some sort of written assessment with me to look at.

            So far I have noticed that there is one student who has a behavioral issue.  My host teacher told my partner and I that he has a behavioral problem.  There are some students in the school that have disabilities but none of them are in my classes.  My teacher handles this one student just like any other student.  If they are doing something wrong then he makes sure to correct him.

Journal: Day Three                                                                                       

            Today the students actually began their lesson with field hockey instead of jump roping.  First the teacher had the students play Chinese Temple tag to get them warmed up then he moved into stretching.  All the kids knew what to do and they all did it.  After that he got the students working with floor hockey, which consisted of working with their stick work and then had them play Clean Up your Room. 

            He works very well with the students, he also makes sure to work on their domains.  He checks for their understanding regarding the class before and whatever he teaches them that day.  He always checks in the beginning of class and then again at the end when they all line up.  The students are also learning about how to play floor hockey and how to control the ball.  They all work together whenever they need to, like in the Clean Up your Room game. 

            Whenever students seem to be having behavior issues he always confronts the students about it and calls them over to talk to him.  He does not really embarrass them in front of the class; he takes them aside and talks to them.  My teacher also uses time-out.  He tells the students that they need to sit on the side, think about what they did wrong, and when come to him when they are ready to explain what was going on.  Today a little boy was misbehaving and my teacher called him over to have a chat with him.  After he had a time-out the student was fine.  My teacher also does not put up with whining or drama.  I have seen that if someone is upset about them not doing well in the game he doesn’t care that they are sad and tells them to deal with it.  It works, the students listen to him, and they deal with it and then go back to playing. 

Journal: Day Four                                                                                        

            Today the students did not do much; my host teacher had them run the pacer test.  He told me that it is good to mix things up with the students and that he does this from time to time.  He made sure to push the students and tell them to do their best.  He also mentioned if they remembered what their number was the last class then they wanted to try and improve their number.  My host teacher kept telling the students to go further and further into the numbers and what he expected of them.  I thought it was good to see the students doing something different than what they are used to doing every day, and that can get to be boring after awhile. 

This lesson mostly worked on their psychomotor domain more than anything.  It was what they were able to do and how far they wanted to push themselves.  And it mostly hit NYS Standard 1; it was more about the physical fitness compared to the other two standards.

By doing the pacer test the teacher was also able to assess the students.  He was able to see who has improved or who hasn’t.  He was able to assess their physical fitness, since the school is so small he knows how well each student does.  So if a student is not doing well then they get lower mark than what they should have gotten.  My teacher also asked the students what their number was before they ran and then ask what it was after they ran.  This way he was able to see if they had improved any.

Journal: Day Five                                                                                         

            Today my partner and I went to our other school, Cassavant, and we did our pre-test for our curriculum project.  We decided to work on self space and dodging skills with the students.  We had them play Oogity, Boogity Tag.  They seemed to really enjoy it for the most part, it makes people feel really silly so they were a little sketchy about it, and especially considering it was our first day there.  But the lesson went well and we were able to gather our data that we needed.

            Our host teacher just sat back and watched us do everything.  He would step in when the students seemed to get a little rowdy or they weren’t trying.  When he stepped in, the students listened to him more and followed through with everything we needed.  A little girl was having an issue with being tagged, she came up to me but she wouldn’t really listen to what I had to say, so he dealt with her because there was no point in her crying.  After she sat out and stopped crying she was fine.  He also gave us some tips about what to do and what not to do, so that was helpful.  From what I can see he does not have as close of a relationship with the teachers as he does in Freeville.  But I have only been there for a day.

            When the students came into the gym, they had a set routine.  They had to come in and do all the fitness components that were written on the board and after they were done they had to sit on a shape that was on the floor.  This works really well for him.  The students know what to do and they do it right away.  He also uses the whistle in this school.  As soon as the students hear him whistle they sit right down and are quiet.  His class management techniques for both schools are very good they work very well for him. 

Journal: Day Six                                                                                           

            Today we went back to Freeville.  The students were still working on Floor Hockey.  This time they repeated the same thing they did the other week with working on their stick work and playing Clean Up your Room.  He also had them play another game that consisted of the students protecting pins and they had to throw balls at the pins, whoever’s were all knocked down lost.  It was quite interesting and the kids loved it.  The students worked on all their domains with this lesson.  He checked for their understanding in the beginning of class, they worked on their stick work and on their throwing skills.  The students had to work with each other in order to get all the pins down or to protect the pins.

            My host teachers curriculum so far sort of works with the NYS Learning Standards.  At some points it does and then sometimes it doesn’t.  It mostly works on standards 1 and 2.  The students are always working on their skills and they are working on their physical fitness.  Then the students are always being told about safety and about how to treat each other.  The only time standard 3 is really touched on was when the students were doing Jump for Heart.  He asked the students if they had a jump rope and if they did then to work on their jump roping.

            I am not really sure how he was assessing the students for floor hockey.  I would assess them by how well they are controlling the ball or working with a partner when doing defensive skills.  I would have a sheet of paper saying elementary, initial, and mature then have descriptions under each stage.  I would assess the students based on that chart.  For the affective domain I would assess them on how well they worked with each other.  And then cognitively, I would check for their understanding at the beginning and end of class.  My host teacher does check for their understanding at the beginning and end of their classes.

Journal: Day Seven                                                                                                  

            Today my partner and I did our teaching lesson over at Cassavant.  Our lesson went rather well I thought, the students really enjoyed what we did and want to do it again.  We took a lesson out of the Children Moving book.  We worked on their dodging skills and on their space awareness.  We also made sure that they understood how important space awareness really is and that dodging happens in everyday life.  Our host teacher stepped in at some points to help when we first did it, but the second class went a lot smoother.

            We made sure to hit every aspect of the domains.  Psychomotor the students had to dodge the parrots and the lizards and still maintain their own space awareness.  The students learned about the jungle and the beach, but also about space awareness.  Affectively the students needed to be respectful to each other and to the equipment.  Our host teacher also added in some “homework” that the students need to do.  He wants them to practice dodging outside of class and then come back and tell him about it next class.

Journal: Day Eight                                                                                       

            Today we were back at Freeville.  The students started off with Turtle tag and then moved into Capture the Flag.  Turtle tag really wore them out; they were all very tired after they played it.  It was interesting watching them play Capture the Flag.  They all seemed more interested in crossing the line while taunting each other rather than going to get the ball.  It happened in both classes which was the more interesting part.  The second class was a little better about going after the ball than the first but they were still interested in crossing the line.  My host checked for the students understanding rather than telling them the rules.  He would mention a rule and then the students would correct him if he was wrong.  The students really seemed to enjoy this lesson.

            This lesson hit mostly in the psychomotor and affective domain.  The students learned skills on how to play Capture the Flag and they had to work together as a team to protect the ball or go get the ball.  They also got a very good work out in throughout it all.  The students are rather good at the skill themes and their locomotor, non-locomotor, and manipulative skills.  I also saw a lot of aspects of dodging, which is what my partner and I are teaching at the other school.  It was good to see them doing that, I watched the students dodging skills and even assessed them in my head.  They have a little trouble with throwing and catching.  Some of the students are fairly good at it but not the best at it.  With practice and more teaching on it then they would improve.

My teachers second class was a little out of control today.  They were all wired and not listening to what anyone had to say.  Their classroom teacher even came in and talked to my teacher about the student’s behaviors and one student in particular (the one student that has behavior problems).  My teacher had to blow the whistle quite a few times to get the students under control and go back over the rules.  He told them that they were not listening and they would not play anymore if they continued the behavior.  It worked for the most part, the students followed the rules and played better.  At the end of class they went back to the same behavior as before and he had to give them another talk.  When the students left I believe he told their teacher how they behaved.

Lesson Plans

            Writing lesson plans at first started out to be very difficult, but through the years it they have been getting easier and easier to write.  In each of my teaching classes from my basic teaching class, 255, to my final teaching class, Adapted 356, the progress from my first one to one of my last is clear.  I have gotten better at writing them with each lesson plan; I have also gotten better at organizing my class while teaching because of them.  With lesson plans, I have learned that they are very important for organization, safety, and for you as a teacher. 

With organization, the class is already planned out and all I would need to do is follow the lesson plan.  Also, if I were to have a substitute teacher, they would be able to follow the lesson plan and teach the lesson I had planned out.  Safety is a major thing when it comes to physical education.  Having it in writing is also a major thing because if something were to happen to a student, then you could turn around and say that the safety was emphasized during the lesson because it was in writing.  As a beginning teacher, lesson plans are something to show future employers that you are organized and know how to plan.  Also with the lesson plan, there are different ways to actually teach and you have to write down how you will be teaching that day.  This is good so that every kind of learner is able to learn from how you teach the lesson.

Below are just some of my lesson plans that I have written over the years.  Starting from one of my beginning teaching classes, 255, and ending with my final teaching class, 356.  This shows the progress in my writing lesson plans and in my organization of them.

This is my 255 Badminton lesson plan:

Lesson Plan 1 of 1	NYS/NASPE Standards	Teacher(s):            Amber Raymond	School:  Cortland	Date:     10-12-2010 Grade:   Juniors   # in class:   8
		Teaching Style:   ¨Command   ¨Practice     ¨Reciprocal        ¨Self-Check       ¨Guided Discovery      ¨Inclusion        ¨Convergent    ¨Divergent         ¨Jigsaw    ¨ Cooperative
Domains		Objectives	Assessment Tool	Length of class:    50   mins
Psychomotor	1a/ 1	1. By the end of the lesson, the students will be able to perform the magic step without my cues and with the music.	Peer and teacher assessment	Unit:   Dance   Focus: The Magic Step of the Foxtrot
Affective	2/ 5	2. Throughout the class, the students will work in a professional manner in which they will respect each other’s ability and level of skill in dancing.  They will clap when someone is done and help each other out.	Visual by teacher	Equipment:  Music
Cognitive	1a/ 2	3. At the end of class, the students will be able to go over the cues with the music and be able to answer any questions that I will ask.	Verbal by teacher
Safety Statement	2/5	4. Throughout class, the students will keep their space and look where they are going.  They will stop moving when the music is turned off and when I am talking.		References: pg. 90 of Dance for Lifetime Fitness Colleen Buchanan
NYS Learning Standards Standard 1 – Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition Standard 2 – A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. Standard 3 – Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports			NASPE Content Standards – A physically educated person: 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 activities. 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

Where is fitness (NYS LS 1B) integrated into the lesson? ¨ Are components of fitness are explicitly taught in fitness activity, health and/or skill related fitness component? ¨ Are components of fitness implicitly taught e.g. MVPA in a game?
Health-related Fitness (HRF)	HRF Goals	Sport-related Fitness (SRF)	SRF Goals
1. Cardiovascular endurance X	1. Elevates heart rate	1. Balance X	1. Need to be balanced in order to keep body position and footwork.
2. Muscular strength	2. Holding the conversation position correctly	2. Coordination X	2. Must know left and right.
3. Muscular endurance X	3. Constantly moving	3. Agility X	3. Works on footwork and keeping with the pace of music.
4. Flexibility	4.	4. Reaction time	4.
5. Body composition	5.	5. Speed	5.
		6. Power	6.

Lesson Components	Time (mins)	Organization & Transitions	Teaching Progressions – Showing the major number of activities within the selected level of (PC/C/U/P) for the class Also include some alternate activities if the class needs to move to simpler or higher levels of skill			Adaptations Assessments, Reminders
Instant Activity	5 min.	Random Formation	·         Standard warm up:
Physical Fitness			Same as instant
Introduction, Signal for Attention Anticipatory Set	2 min	T S S S S S S S S	Good morning everyone, my name is Ms Raymond.  How many of you have ever watched Dancing with the Stars?  Well we will be learning about one of those dances today, it is called the Foxtrot.  But more specifically we will learn about the Magic pattern which is the beginning of the dance.  Now when you guys hear the music turn off or my voice, then I need you guys to stop dancing and talking and look at me so I know that you are paying attention.  By the end of class today, I expect everyone to be able to do the magic pattern on your own without my help.
Demonstration	3 min	T S S S S S S S S	Now I will first demonstrate what we will be doing and then explain it.  Demonstrate twice.  Now the cues consist of Slow, Slow, Quick, Quick.  Your left foot is free if you are the lead, I will explain that in a bit.  So step forward with the left, forward right.  Now for Quick quick, you step to your left and close your feet.  Now your left foot is free again to repeat.  We do this three times.   If you are the lead then you will be the person facing me.  And if you are the follower, you will be the person with your back to me.  The follower has the same steps but they start on their right foot. Demonstrate both positions again. Explain the conversation style.			Remind of safety and space
Body of Lesson (Lesson Focus)	20 min	T With partners	Tasks (Extensions) - Activities for the whole class	Cues (Refinements) – Secret to improve performance	Challenges (Applications) - More chances to practice the same tasks
		T S S S S S S S S	1.Everyone mirror me S. S. QQ S. S. QQ	1. Count steps as I do	1. Following the steps with the cues.	Feedback
		T SS SS SS SS	2. Lead facing me and start with left.  Follower back to me and start with right Repeating cues	2.Continue counting steps and using cues.	2. Keep body position	Counting the cues and helping anyone
		T SS SS SS SS	3.Switch roles	3.	3.Keep head up
		T SS SS SS SS	4.Adding music, do not move say cues with music. Find new partner	4. Listen to the music and continue saying cues	4.	Making sure everyone has the right beat
		T SS SS SS SS	5. With new partner, dance to music and cues	5. Keep saying cues with music	5.	Make sure everyone is on the right track
Activity close (Optional)	2 min	T SS SS SS SS	Split class into groups.  Have one group go while the ones sitting evaluate them and see what mistakes they may make and add something good about it.  Then go over it and repeat with the second group.			Peer and Teacher Assessment
Lesson Closure	5 min.	T S S S S S S S S	So what did everyone think?  How about we review what we have learned.  So what are the cues? How many times do we move forward? What did everyone like about this? Now for next class we will review the Magic pattern and then move onto the next pattern of the Foxtrot, the Conversation pattern. Have a rest of the day!
Evaluation of Lesson	Pre-planning: Previous instruction in this activity (earlier grade levels)      Post-planning: “Assessment Drives Teaching:” future needs based on assessment results      Teacher Reflection Notes:

This is one of my first 356 lesson plans:

Lesson Plan 1 of 12	NYS/NASPE Standards	Teacher Candidates(s):   Amber Raymond	School: OCMBOCES		Date: September 23, 2011 Grade: 5th # in class: 2-Dakota and Brandon
		Bold Teaching Style:       Command        Practice              Reciprocal          Self-Check           Guided Discovery                                            Inclusion          Convergent       Divergent            Jigsaw                  Cooperative
		IEP (Individualized Education Program) Goals		Assessment Tool & When it is used	Name of other student(s) in class and skills to work on
Psychomotor	/	1.
Affective	/	2.
Cognitive	/	3.
Domains	NYS/NASPE Standards	Objectives (Be sure to include Situation, Task and Criteria for each objective)		Assessment Tool & When it is used	Length of class:  50 mins
Psychomotor	1A/1	1. Throughout the lesson the students will be tested on their basic locomotor and their object control skills they will try to perform the skills to their best capability.		Teacher Assessment TGMD-2	Unit: Assessment Focus: TGMD-2
Affective	2/6	2. Students will be respectful of themselves, others and the teacher.  They will be given stickers for their good behavior to put in a sticker chart.		Teacher Assessment Sticker chart	Equipment: poly spots, an assortment of balls, hula hoops, and cones.
Cognitive	1b/2	3. Throughout the lesson the students will be learning about each other and the teacher.		Teacher Assessment Sticker chart	References:  (e.g. Book, course packet, pg #, complete web address URL):
Safety Statement	2  / 5	4. Dakota needs to be aware of her surroundings, listen to my voice for instructions, and stay in our designated area.  She needs to only hit, kick, or throw a ball at me or the wall not to the middle of the gymnasium.
NYS Learning Standard 1 – Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2– A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3– Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports				NASPE Content Standards – A physically educated person: 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 activities. 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

What is the ongoing fitness theme or emphasis in this lesson?
Health-related Fitness (HRF) NYS LS 1B             (Please Bold) Cardiovascular endurance                               Muscular strength Muscular endurance                                        Flexibility Body composition	Explain how it is developed and where in the lesson it occurs: The students will be running around the gymnasium while being tested on running, galloping, hopping, leaping, jumping, and sliding.	Skill-related Fitness (SRF) NYS LS 1A             (Please Bold) Balance                                                   Coordination Agility                                                  Reaction time Speed                                                    Power	Explain how it is developed and where in the lesson it occurs: The students will be catching and kicking a ball when it comes to their object motor test.  They will be working on their reaction time and their hand/foot-eye coordination.
	(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)		(i.e. Concepts taught, goals, FITT,  etc.)

Lesson Components	Time (mins)	Organization & Transitions	Description				Adaptations Assessments, Reminders
Instant Activity	5	T S S	-The students will be shown posters of all different kinds of sports, colors, Disney characters or super heroes, animals, and classes.  The students will put a sticker or a tally next to their favorite ones.  And I will participate also so they get to know me as well.  After three minutes or so, we will stop and look at the similarities and differences.				A way to get to know the students to see what they like and don’t like.
Introduction, Signal for Attention, Hook	5	T S S	My name is Miss Raymond, Miss Ray, or Miss R; you can call me either of those names.  Do you have any nicknames?  My signal for attention is my whistle, I will blow it twice and the students need to stop what they are doing and sit down.  Safety statement!
Demonstration	1	T S S	Do all the movements with the students that they will be tested on and show them what the stations involve.
Body of Lesson (Lesson Focus)			Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.
			Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.	Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high	Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.	Modifications – Add modifications to make the tasks easier and harder according to the skill level of the students.	Adaptations Assessments, Reminders
			1. Part 1: The students will be going on an adventure with poly spot, they will be performing the skills while pretending to go on an adventure.  They will need to move to different poly spots performing the different tasks they will be tested on.  I will call out the movements they will be doing.	1. Gallop on your horse, hop into the water, leap over the river, jump over the lava, slide between the rocks.	1. Time them and see how fast it takes them to get to their destination after they have been tested.	Easier – Go slow with the motions and take time.  Stay with the one that they struggle with. Harder - Go faster if it’s too easy or add two new movements into one session.	Safety TGMD-2
			2. Part 2: Stations Station 1:Dribbling.  Can pick whatever ball, dribble 30 seconds.	2. Finger tips, push ball, soft hands	2. Count how many dribbles they can get in 30 seconds.	Easier – Bigger ball Harder -  Smaller ball and move around	Safety TGMD-2
			3. Station 2: throwing and catching, choose ball, and throw at hula hoop.  I will throw ball, need to catch.	3. step opposition, follow, cradle	3. Count how many times can make it into hoop when throw.  See if can make it out of 10 times	Easier – Have step closer, bigger ball catch with Harder -  Take step back, smaller ball catch with	Safety TGMD-2
			4. Station 3: kicking, have goal kick in to	4. front foot planted, kicking leg follow through	4. take steps back, how many goals make 30 seconds	Easier – give bigger ball and close Harder – steps back	Safety TGMD-2
			5. Station 4: underhand roll, roll ball to hit smiley face.	5. low and follow through	5.  put pins up and see how many pins knock down	Easier - Harder -	Safety TGMD-2
Activity close (Optional)	5		Go through last part, and challenge them in each station.
Lesson Closure, Hook to Next Lesson	5		Go over favorite things and see how well they did and go over the stickers.
Evaluation of Lesson	Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: “Assessment Informs Teaching:” future needs based on assessment results Teacher Reflection Notes:

       This lesson plan is from the middle of my 356 experience:

 

Lesson Plan 4 of 12	NYS/NASPE Standards	Teacher Candidates(s):   Amber Raymond	School: OCMBOCES		Date: October 21, 2011 Grade: 5th # in class: 1-Dakota
		Bold Teaching Style:       Command        Practice              Reciprocal          Self-Check           Guided Discovery                                            Inclusion          Convergent       Divergent            Jigsaw                  Cooperative
		IEP (Individualized Education Program) Goals		Assessment Tool & When it is used	Name of other student(s) in class and skills to work on
Psychomotor	/	1.
Affective	/	2.
Cognitive	/	3.
Domains	NYS/NASPE Standards	Objectives (Be sure to include Situation, Task and Criteria for each objective)		Assessment Tool & When it is used	Length of class:  50 mins
Psychomotor	1A/1	1. Throughout the lesson the student will demonstrate dribbling a basketball with correct technique to get performance points that will result in a sticker.		Teacher Assessment Sticker Chart	Unit: Assessment Focus: Dribbling
Affective	2/6	2.  Throughout the lesson the student will be respectful to the teacher and to other people.  She will be respectful to the equipment by putting it away when asked and not throwing it around or stepping on it to gain performance points that will be put on her sticker chart.		Teacher Assessment Sticker Chart	Equipment: basketballs, cones, poly spots, and hula hoops
Cognitive	1b/2	3. In the beginning of the lesson Dakota will be explained how the activities relate to basketball skills, at the end of the lesson she will be questioned, for each correct answer she will receive a sticker.		Teacher Assessment Sticker Chart	References:  (e.g. Book, course packet, pg #, complete web address URL): EDU 355, Elementary Physical Education Labs, Kniffin, Howarth, and Walkuski.   Pg 22-23 On the Move, Shirley Ann Holt, pg 368-369
Safety Statement	2  / 5	4. Dakota needs to be aware of her surroundings, listen to my voice for instructions, and stay in our designated area.  She needs to only hit, kick, or throw a ball at me or the wall not to the middle of the gymnasium.
NYS Learning Standard 1 – Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2– A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3– Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports				NASPE Content Standards – A physically educated person: 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 activities. 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

What is the ongoing fitness theme or emphasis in this lesson?
Health-related Fitness (HRF) NYS LS 1B             (Please Bold) Cardiovascular endurance                               Muscular strength Muscular endurance                                        Flexibility Body composition	Explain how it is developed and where in the lesson it occurs: Instant: She will be running through the cones so she will be working on her cardio fitness along with the other activities she will be running and jumping. Lesson: Throughout the lesson, it will be all cardio because she will be running around cones, through the gym, and hula hoops.  When she is working on activities 2-3, she will be doing a lot of jumping and that will work on her muscular endurance.	Skill-related Fitness (SRF) NYS LS 1A             (Please Bold) Balance                                                   Coordination Agility                                                  Reaction time Speed                                                   Power	Explain how it is developed and where in the lesson it occurs: Instant: She will be working on her coordination and reaction time when it comes to ball handling.  She needs to know her left and right in order to control the ball and which way to move. Lesson: In the last three activities, she will be working on her coordination.  In the first two activities, she will be working on her agility, reaction time, speed, and balance.  She needs to have quick feet and good balance.  The hoop race will be mostly speed.
	(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)		(i.e. Concepts taught, goals, FITT,  etc.)

Lesson Components	Time (mins)	Organization & Transitions	Description				Adaptations Assessments, Reminders
Instant Activity	2	Dribbling S  X X X X X	Dribbling: Dakota will dribble in and out of the cones the length of the area.  She will dribble with one hand up and then the opposite hand back.  At the end of each lap, she will do the ball handling skills we learned the week before (mummy wrap, tossing and catching, and catching rebounds off the floor).				Safety
Introduction, Signal for Attention, Hook	1	T S	Pick up from teacher, go over sticker chart and goals for the day, and go into instant activity.				Safety
Demonstration	2	T S	Demonstrate activities and explain how the activities will help with basketball.				Safety
Body of Lesson (Lesson Focus)	35	O=Hula  Hoop X/x=Cone/ Poly spot	Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.
			Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.	Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high	Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.	Modifications – Add modifications to make the tasks easier and harder according to the skill level of the students.	Adaptations Assessments, Reminders
	7	S                 O T	1. Hoop Race: Dakota will race around the hoop three times, clockwise and counterclockwise.  She will be told to dribble after a couple laps.	1. Finger pads, push the ball, soft hands, ball in front	1. See how many times she can go around the hoop in thirty seconds, with and without the ball.	Easier – Have her not dribble the ball. Harder –Dribble the ball in and out of the hoop.	Safety Sticker Chart
	7	S O    OT	2. Hot Feet: Dakota will be given a hula hoop and she will have to jump in and out of the hoop as fast as she can using both feet.	2. Quick feet, jump like skipping rope	2.  See how many times she can jump in and out in 30 seconds.	Easier – Dakota can just walk in and out of the hoop instead of jumping. Harder – While jumping in and out, she can do different foot patterns.	Safety Sticker Chart
	7	T O  O  O O o O S	3. Find your way out of the maze: The hula hoops will be laid out all over the floor and she will have to jump in certain colors in order to get out of the maze.  At the end of the maze, she will dribble the basketball along with some other ball handling.	3. Finger pads, push the ball, soft hands, and ball in front	3. Time how long it takes her to get out of the maze.	Easier – Keep the hoops close together, and chose colors that are close together. Harder - Have her dribble the ball through the hoops, move the colors further apart.	Safety Sticker Chart
	7	S X  x X X                  X X    x X        T	4. Find the Princesses:  There will be poly spots with princesses on them spread out across the gym.  She will need to dribble to those spots.	3. Finger pads; push the ball, soft hands, and ball in front	3.  Create a certain pattern, then see how fast she can do the pattern while using the correct form.	Easier – Keep the poly spots close together; don’t make the order as random. Harder – Spread the spots out around Park Center and have her find the spots while dribbling.	Safety Sticker Chart
	7	Random S   O	5. Follow the Leader: I will be running around with a hula hoop, she has to follow me while dribbling.  Whenever I stop, she has to shoot the ball.	5. BEEF     Finger pads, push the ball, soft hands, ball in front	5. Count how many shots she makes in a matter of a minute.	Easier – Keep the hoop at a lower height and walk instead of run. Harder – Hold the hoop at different heights and run at different speeds.	Safety Sticker Chart
Activity close (Optional)	5	Game Play	We will do a little game play to work on her dribbling technique, in order to score there will be a hoop on the wall that we will shoot at, we have to get it in the hoop in order to get a point.				Safety
Lesson Closure, Hook to Next Lesson	5	T    S	Go over sticker chart and a ‘quiz’ of the basketball skills, then drop off to teacher.
Evaluation of Lesson	Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: “Assessment Informs Teaching:” future needs based on assessment results Teacher Reflection Notes:

        This lesson plan is one of my final lesson plans for 356:
 

Lesson Plan 8 of 12	NYS/NASPE Standards	Teacher Candidates(s):   Amber Raymond	School: OCMBOCES		Date: December 2, 2011 Grade: 5th # in class: 1-Dakota
		Bold Teaching Style:       Command        Practice              Reciprocal          Self-Check           Guided Discovery                                            Inclusion          Convergent       Divergent            Jigsaw                  Cooperative
		IEP (Individualized Education Program) Goals		Assessment Tool & When it is used	Name of other student(s) in class and skills to work on
Psychomotor	1a / 1	1. By the end of the semester, Dakota will be able to dribble and shoot the basketball with correct form without any help from the teacher and will receive a sticker.		Teacher Assessment Sticker chart	No other students
Affective	2 / 6	2. By the end of the semester, Dakota will get a reward for listening and behaving properly in the classroom with stickers on her chart.		Teacher Assessment Sticker chart	No other students
Cognitive	2 / 5	3. By the end of the semester, Dakota will be to take a verbal quiz of the basic concepts learned throughout the semester and score at least a5 out of 7 on it.		Teacher Assessment Quiz chart	No other students
Domains	NYS/NASPE Standards	Objectives (Be sure to include Situation, Task and Criteria for each objective)		Assessment Tool & When it is used	Length of class:  50 minutes
Psychomotor	1a / 1	1. During the activity passing lines, Dakota will need to pass the ball with the correct form 3 out of 4 times for each pass (chest, bounce, and overhead).		Teacher Assessment Sticker Chart	Unit: Basketball Focus: Passing, shooting, dribbling
Affective	2 / 6	2. Throughout the lesson the student will be respectful to the teacher and to other people.  She will be respectful to the equipment by putting it away when asked and not throwing it around or stepping on it to gain performance points that will be put on her sticker chart.		Teacher Assessment Sticker Chart	Equipment: Basketballs, poly spots, hula hoops, jump ropes, cards
Cognitive	1b / 2	3.  In the beginning of the lesson Dakota will be given new cues regarding passing, at the end of the lesson she will be re-asked about them and will need to get at least 3 out of 4 correct.		Teacher Assessment Sticker Chart	References:  (e.g. Book, course packet, pg #, complete web address URL): EDU 355, Elementary Physical Education Labs, Kniffin, Howarth, and Walkuski.   Pg 22-23 www.pecentral.org     Cards Sharks Basketball
Safety Statement	2 / 5	4. Dakota needs to be aware of her surroundings, listen to my voice for instructions, and stay in our designated area.  She needs to only hit, kick, or throw a ball at me or the wall not to the middle of the gymnasium.
NYS Learning Standard 1 – Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2– A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3– Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports				NASPE Content Standards – A physically educated person: 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 activities. 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

What is the ongoing fitness theme or emphasis in this lesson?
Health-related Fitness (HRF) NYS LS 1B             (Please Bold) Cardiovascular endurance                               Muscular strength Muscular endurance                                        Flexibility Body composition	Explain how it is developed and where in the lesson it occurs: -Instant: During the activity, she will be jumping and running so her muscular endurance and cardio will be worked on. -Lesson: During each of the activities her cardio will be worked on.  In activity 4 she will be working on her muscular endurance with jump roping and hula hooping.   During activity 3, she will be working on her muscular endurance and strength.	Skill-related Fitness (SRF) NYS LS 1A             (Please Bold) Balance                                                   Coordination Agility                                                  Reaction time Speed                                                   Power	Explain how it is developed and where in the lesson it occurs: -Instant: Agility and reaction time will be worked on during rock paper scissors.  Also her coordination will be worked on because she needs to know which way to place her legs in order to win the game. -Lesson: Throughout the lesson she will be working on her coordination, agility, reaction time, and balance.  She needs to know her right and left in order to play the games.  Her reaction time will be tested when she has to catch the ball that is being passed to her during activities 3 and 4.
	(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)		(i.e. Concepts taught, goals, FITT,  etc.)

Lesson Components	Time (mins)	Organization & Transitions	Description				Adaptations Assessments, Reminders
Instant Activity	2	T S	Rock, Paper Scissors: We will play rock, paper, scissors and whoever loses has to turn around and run to the safety line.  Instead of using our hands we will jump the signs.				Safety
Introduction, Signal for Attention, Hook	1	T S	Pick up Dakota from teacher; go over sticker chart and goals for the day.  Go into instant activity.				Safety
Demonstration	2	T S	Demonstrate the games and then get into the lesson.				Safety
Body of Lesson (Lesson Focus)	35	O= Hula Hoop X= Cone/Poly spot	Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.
			Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.	Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high	Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.	Modifications – Add modifications to make the tasks easier and harder according to the skill level of the students.	Adaptations Assessments, Reminders
	7	Basket T S	1. Knock Out: We will play knock out from a different spot not the foul line.  Instead of having one shot, we will get two shots.  When someone gets knocked out, they have to dribble the ball for thirty seconds then they can play again.	1. BEEF     Finger tips; push the ball, hip height.	1. Take away the two shot rule, and make it one shot instead, like normal knock out.	Easier- Put the hula hoop back up to use as a basket instead of the big hoop. Harder- Move the shot back further.	Safety Sticker Chart
	7	T   S	2. Shark and Minnow: One of us will be a shark which will go after the person (minnow) with the ball.  The minnow has to keep on dribbling but try to not lose the ball.  If the shark knocks the ball out, then they win.  We have to stay in the marked in area.	2. Finger pads; push the ball, soft hands.	2. See if she can stay as a minnow for 30 seconds.	Easier – Make the area bigger so she has more room to run around in. Harder – Make the area smaller so there is less space to move.	Safety Sticker Chart
	7	T   S	3. Passing lines:  She and I will work on a chest pass, a bounce bass, and a baseball pass.  We will start stationary and then move up the court.	3. Step to target, push the ball, snap the wrists, and follow through	3.  Count how many passes she can get in 30 seconds while moving.  She has to use the correct passing form.	Easier – Stay close together and if need be, then only stay stationary. Harder – Move further apart and quicken up the pace.	Safety Sticker Chart
	7	Basket T      S	4.  Card Sharks Basketball: We will have a deck of cards and each card represents something different.  When she picks the card, we have to do whatever is on that card.  The numbers are the amount of the task she has to do based off the suit.  Take out the Kings, Queens, and Jacks.	4.  Clubs Shooting      Spades: Passing      Hearts: Dribbling      Diamonds: Jump rope or hula hoop	4. For shooting, she has to make a certain amount of shots based on the card before she can move on.  EX. If she pulls a three card, she has to make two of those shots.	Easier – Only use two suits instead of all four and make it only dribbling and shooting. Harder – Add in the Jacks, Queens, and Kings then make those higher numbers.	Safety Sticker Chart
	7	Basket o   o    o o   o T  S	5.  Princess Around the World:  We will play princess around the world.  There are princesses on poly spots and she has to shoot the ball at those spots like around the world.  She has a three shot chance at each spot before she can move on or down.	5.  BEEF	5.  Take away the three shot rule, either lower it down to two or the normal one shot rule.	Easier- Put a hula hoop back up as a basket instead of using the hoop. Harder- Move the spots back further.	Safety Sticker Chart
Activity close (Optional)	5	Game play	We will just do a little game play to end the day.				Safety
Lesson Closure, Hook to Next Lesson	5	T   S	Give out stickers based off performance of the day, then drop off to teacher.
Evaluation of Lesson	Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: “Assessment Informs Teaching:” future needs based on assessment results Teacher Reflection Notes: