Work Sample

2009 Circus Unit

Ben Wells Fourth Grade Physical Education Carrie Martin Elementary School Thompson R2-J School District Cooperation Teacher – Chris Mayes 10/09/2009 – 11/24/2009 11/25/2009

Contents

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Rationale Statement ......................................................................................................................... 3 Introduction ............................................................................................................................... 3 Community ................................................................................................................................. 4 Thompson School District ..................................................................................................... 4 Carrie Martin Elementary School ....................................................................................... 6 Classroom ................................................................................................................................... 8 Students ....................................................................................................................................... 9 Impact/Implications for Teaching ................................................................................... 10 Unit Goals .................................................................................................................................. 10 Meeting the Content Standards ......................................................................................... 11 Assessing Student Learning ......................................................................................................... 15 Lesson Plans ...................................................................................................................................... 27 Block Plan ................................................................................................................................. 27 Developmental Analysis of Content ................................................................................. 28 UNC Lesson Plan Forms........................................................................................................ 33 Resources ........................................................................................................................................... 96 Evaluative Essay .............................................................................................................................. 98 Reflective Essay ............................................................................................................................ 113 Appendix A ..................................................................................................................................... 126 Table of Figures ................................................................................................................... 126

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Rationale Statement Introduction The relationship between the soundness of the body and the activities of the mind is subtle and complex. Much is yet to be understood. But we know what the Greeks knew: that intelligence and skill can only function at the peak of their capacity when the body is healthy and strong; that hardy spirits and tough minds usually inhabit sound bodies. ----John F. Kennedy Physical education, like several other subjects, has come under attack more often in the last few years as a useless subject for students. With increasing worry about obesity and the stigma, that physical education is all about busy happy fun, physical educators are placed in a tough spot. While everyone has, their own opinion about what physical education should or should not be, there are national standards that more and more physical education programs are bringing in as guidelines for their curriculum and content development. Those standards were created by The National Association for Sport and Physical Education and they state that a physically educated person has learned skills necessary to perform a variety of physical activities (Standard 1); knows the implications of and the benefits from involvement in physical activities (Standard 2); does participate regularly in physical activity (Standard 3); is physically fit (Standard 4); exhibits responsible personal and social behavior that respects self and others in physical activity settings (Standard 5); and values physical activity and its contribution to a healthful lifestyle (Standard 6) (National Association for Sport and Physical Education, 2004).

With that as a guide, these standards, as well as the community, school and students were factors in the development of this unit.

Community

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The city of Loveland is located in the northern part of Colorado about 50 miles from Denver and 50 miles from Cheyenne, Wyoming. The city covers approximately 25.5 square miles that includes the Big Thompson River as well as several different public and private lakes and parks that are used for recreation. The city also boosts almost 25 miles of biking and walking trails that interconnect the different parks and sports fields.

Loveland has seen population increase and decrease throughout the last twenty years.

As of 2008, the current population of Loveland stands at 65,587 (City-Data, 2009). In the last ten years, there has been almost 20% increase. The median resident age is 36 years old and the estimated median household income is about 50,000 dollars per year, which is about 5,000 dollars less than the state median. Compared to Fort Collins and Greeley, neighboring cities that both include universities, Loveland has more of a family focused environment. The city has an extensive list of recreational activities for the family, from the numerous parks to aquatic centers to three different golf courses; Loveland provides opportunity for everyone to stay active.

Thompson School District Thompson R2-J is the school district that encompasses the Loveland and Berthoud. The district actually started out as several different districts back in 1868. In the beginning, there were three school districts and by 1880, there were nine districts that served about 375 students. At the turn of the 1900, the student population grew to about 1,430 and there were 18 districts. In 1903, the population of students grew to 2,100 and District 2 was formed, becoming Loveland School District. Throughout the 1900s, several changes help mold the

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Thompson R2-J District. School buses allowed smaller districts to merge in to larger districts and by 1960, the nine remaining districts merged to become Thompson R2-J School District (Thompson School District, 2009).

Schools Thompson R2-J School District has an open enrollment policy for students, so that parents and students have a choice in what school they attend. There are twenty elementary schools that are spread out throughout the district; some of those schools are feeder schools to different middle schools. Within this district there are six middle schools, each of them having a high school that they feed into. There are five high schools that are in the Thompson R2-J School District and each of them has a main focus weather it is Honors and Advance Placement Programs, International Baccalaureate programs, Music and Art Magnet programs, or a focus in engineering and technology.

Sports/Activities Throughout the district, several different sports and activities are offered at all of the different grade levels. At the high school level sports range from football to gymnastics in the fall to swimming and diving to basketball in the winter and baseball to track and field in the spring. At the middle school, level there is basketball to swimming to volleyball to track and field. At the elementary level, there is a focus on different school programs and most of the students participate on sports and activities after school.

The Adequate Yearly Progress (AYP) was designed by the Colorado Department of Education (CDE) as a way to determine how a school district was meeting the requirements of

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the No Child Left Behind Act (NCLB) of 2001. Thompson R2-J has still a large amount of areas that need to be improved to meet the NCLB requirements but is above the state average.

As a district, Thompson R2-J has seen an increase in the median growth in reading, math and writing at almost every grade level over the last three years. There has also been a slight increase in the percent of students that are keeping up and catching up at each level in the three areas.

Carrie Martin Elementary School Carrie Martin Elementary was opened in 1980, on the far south side of Loveland. The school was named after Carrie Martin, an educator in the area, who started first grade at the old Washington School in 1889. She graduated from Loveland High school in 1900 as valedictorian and graduated from what is now the University of Northern Colorado, she taught in the area for 50 years (Thompson School District, 2009). Carrie Martin Elementary is a “community school� which means that everyone is given the same opportunities to succeed and the students at the school learn to accept everyone as a community (Weitzel, 2009).

Looking at the district ratings, Carrie Martin Elementary received a HIGH rating on the Overall Academic Performance on State Assessments. The Academic growth of students has been TYPICAL, as stated on the 2007-2008 School Accountability Report. Compared to the other elementary schools in the Thompson R2-J School District, Carrie Martin is one of three

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that has received a HIGH rating and Berthoud Elementary School is the only one in the district that received an EXCELLENT rating (Colorado Department of Education, 2009).

Over the last three years, Carrie Martin Elementary has had a higher percentage rate of students in the Proficient and Advanced category when compared to the district average and the state average. In 2006, the reading category the eighty-three percent of the students tested scored in the proficient and advanced group. In the writing category, sixty-nine percent of students scored in the proficient and advanced group. The final category is math and seventynine percent of students scored in the proficient and advanced group. Over the last two years, there has been growth in all three categories.

View of Physical Education The view of physical education at Carrie Martin Elementary is that everyone has the opportunity to learn to be active and healthy for a lifetime. The school is one of the only schools in the area that has a fitness program for the students. The fitness program is for the different grade levels, in which they come to the gym and participate in a variety of fitness activities that increases all of the different systems of the body so that the students can focus once they go back to class. Another aspect of the fitness program is individual, where a student who is having problems focusing in class brings a pass to the gym. With that pass, the student joins the current class or is given different fitness activities to do so that they can burn extra energy and allow their body to release endorphins so that they can focus when they go back to class. The students participate in physical education twice a week for thirty minutes. Ideally, the principal would like to see all students have physical education every day (Weitzel, 2009).

Classroom

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The gymnasium also doubles as the lunchroom for Carrie Martin Elementary. The gym has a basketball court with baskets on each end and three other baskets mounted on the walls

Figure 1. The gym and equipment rooms.

around the gym. One of the baskets is adjustable for the younger and smaller students. The gym also has a cargo net that reaches almost to the top of the gym.

There are two equipment rooms for the gym. The first also doubles as the physical education teacher’s office and has some of the smaller and most used items in it, as seen in Figure 1. The second equipment room is off to the side of the gym and has storage for the rest of the equipment. All of the equipment has a place and at the end of each day returns to its place on the shelves or hooks.

Outside of the building, Carrie Martin sports several goal posts that are setup on the field for sports. There is a cement path and goes around the field and provides a track for the students to walk and run. On the west side of the building is the playground. The playground was built with fund from the Go Colorado Grant and is completely handicap accessible so that all students can enjoy using and playing on the playground.

Chris Mayes is the physical education teacher at Carrie Martin Elementary full-time. She is one of the few full-time physical education teachers in the district at the elementary level. The reason that she is full-time is so that she can run the fitness programs for all of students. Chris

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Mayes has been teaching within the Thompson R2-J School District for many years and is very knowledgeable in what elementary physical education should be.

Students There are approximately three hundred and eight students that attend Carrie Martin Elementary, during the year. The average daily attendance is two hundred and ninety six students during the 2007-2008 school years (Colorado Department of Education, 2009).

The ethnic makeup of Carrie Martin Elementary is displayed in Figure 2. The population of the school is primarily White with Hispanic being the next dominate ethnicity.

Student Ethnicity

Figure 2. Ethnic makeup of Carrie Martin Elementary

Ethnicity This School White (not Hispanic) 85% Hispanic 12% American Indian or Alaskan Native 2% Black (not Hispanic) <1% Asian or Pacific Islander <1% (Great Schools, 2009)

State Average 61% 28% 1% 6% 3%

Carrie Martin Elementary has twenty-one percent of its students that receive free or reduced lunch compared to the state average in Figure 3. With a low percentage, there is a better chance the most of the students will come to school properly fed and with proper attire to participate in physical activity.

This School Students eligible for free or reduced-price 21% lunch program (Great Schools, 2009) Figure 3. Free and reduced lunch numbers.

State Average 34%

Impact/Implications for Teaching

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Looking at the class setting, school allowed different options to happen regarding the impact of how the class was taught. Carrie Martin Elementary is focused on being a “community school” which means that everyone is allowed all opportunities to succeed in the best possible setting. In the art, music, and physical education classes the students from the Group Approach to Individual Needs, or GAIN, join their peers for every class. The first impact that this had on teaching was to make sure that all of the students were given clear and concise directions to help them succeed on the task at hand. If that meant that some of the students would be working on skills would be set at different extension for the different students.

Along with adjusting the skills for all of the students, the second impact was on the cognitive assessment sheets. While this was a fourth grade class, some of the students were several month and years behind in reading and writing. Therefore, the cognitive sheets were designed to allow for students that have trouble writing to match words to words or draw pictures. For the students that were at the fourth grade level in reading and writing the cognitive sheets required them to think and answer questions that focused on higher order thinking skills.

Unit Goals The unit goals for the circus unit are as follows.

Psychomotor – maintain control of objects while balancing, spinning and juggling, using cues, to perform a short routine at the end of the unit.

Cognitive – demonstrate knowledge of the fundamental skills for balancing (through center placement, eyes at top and aware of space) spinning (through center placement, eyes

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focus, and spin control) and juggling (scoop toss, eye level, and catch repeat) to design a routine as an addition to the routine book.

Affective â&#x20AC;&#x201C; perform a routine while demonstrating respect, responsibility, and cooperation with in a group or partner setting during the post-assessment and summative assessment.

Meeting the Content Standards Within the physical education world, several different organizations provide information on what the curriculum standards are for physical education. Curriculum standards are used, in physical education, to describe what students should be able to learn, know and do with participating in a class lesson, unit, and school year. Every part of education has standards that focus on certain parts, in physical education the focus is on a studentâ&#x20AC;&#x2122;s psychomotor, cognitive, and affective abilities. At Carrie Martin Elementary, the Colorado Model Standards for Physical Education are the standards that are followed. The Colorado Model Standards were developed and designed by a group of educational professionals within the state and are posted on the Colorado Department of Education website (Colorado Department of Education, 2008). There are also national standards, through the National Association for Sport and Physical Education.

The national standards have been developed and published in the second edition of Moving into the Future: National Standards for Physical Education (National Association for Sport and Physical Education, 2004).

Throughout this unit, all three of the Colorado Model Standards were met. This unit also met four of the six national standards. The following is a list of the standards and the corresponding lesson objectives that have met the standard.

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

Colorado Model Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Lesson One: ESWBAT – Successfully complete the balancing, spinning and juggling Pre Assessment Lesson Two: ESWBAT – Efficiently and effectively perform cues to balancing a pole or a feather on the palm of the hand Lesson Three: ESWBAT – Efficiently travel through open space while balancing objects on different body parts Lesson Four: ESWBAT – Efficiently and effectively perform cues to spin a Frisbee on a straight finger Lesson Five: ESWBAT – Efficiently and effectively travel through open space while spinning object with the proper cues Lesson Six: ESWBAT – Efficiently and effectively attempt to perform the proper cues for juggling objects, including scarves and beanbags Lesson Seven: ESWBAT – Efficiently and effectively travel around open space in an obstacle course while juggling different objects Lesson Eight: ESWBAT – Successfully perform balancing, spinning and juggling with cues during a routine NASPE Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

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Colorado Model Standard 2: Students demonstrate competency in physical fitness.

Lesson One: ESWBAT – Describe the cues for balancing, spinning, and juggling pre assessment Lesson Two: ESWBAT – Clearly and concisely explain cues for balancing through answering the questions on the exit slip.

Lesson Three: ESWBAT – Successfully identify the cues for balancing objects in a list of different types of cues.

Lesson Four: ESWBAT – Clearly and concisely explain cues for spinning through answering the questions on the exit slip.

Lesson Five: ESWBAT – Describe challenges with spinning a ball compared to a Frisbee.

Lesson Six: ESWBAT – Successfully identify the cues that are used for juggling from a word search.

Lesson Seven: ESWBAT – Describe what a cascade pattern looks like and name two other patterns or tricks Lesson Eight: ESWBAT – Describe and identify the cues for balancing, spinning, and juggling in the post assessment sheet NASPE Standard 3: Participates regularly in physical activity.

All of the lessons have an active warm up at the beginning that the students perform everyday that they show up for class, which is twice a week.

NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Colorado Model Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

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Lesson One: ESWBAT – Work successfully with group to complete each station through cooperation, respect, and responsibility Lesson Two: ESWBAT – Work independently of teacher direct instruction to stay on task while balancing different objects.

Lesson Three: ESWBAT – Responsibly and respectfully avoid others by being aware of them while traveling through open space and balancing objects.

Lesson Four: ESWBAT – Work independently of teacher direct instruction to stay on task while spinning the Frisbee.

Lesson Five: ESWBAT – Responsibly and respectfully avoid others by being aware of them while work on spinning patterns without direct teacher instruction Lesson Six: ESWBAT - Keeping personal space while juggling different types of objects Lesson Seven: ESWBAT – Responsibly work on different juggling patterns with a partner without direct teacher instruction Lesson Eight: ESWBAT – Respectful for each of the students as they perform their routines for class, by watching, not talking, cheering and applauding

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Assessing Student Learning Pre Assessment

Before the Circus Unit began, there was a week of observing the students during their physical education class and at recess. This helped the teacher to understand what skills and movement concepts the students had already mastered as well as which ones they needed to improve upon.

For the psychomotor portion of the pre assessment, the students were assessed on the different cues that go into balancing, spinning, and juggling objects. Each skill set in the psychomotor pre assessment was directly linked to the psychomotor unit for the circus unit.

With each skill, three cues made up the assessment. For balancing the cues were as follows: Flat Placement – Object is placed on flat surface or surface is as flat as it can be; Eyes on Top – Students eyes are focused on the top of the object; Aware of Space – Students are aware of who and what is around them while they are balancing. For spinning the cues were: Center Placement – Pole or finger is placed in the center of the spinning object; Eyes on Center – Students eyes are focused on the center of the spinning object; Spin Control – Students use opposite hand for adding spin. Finally for juggling the cues were: Toss, Toss – Students toss objects from one hand then the other hand; Catch, Catch – Students catch each object in opposite hands: Eyes Level – Students with aim to toss the object to eye height or just above.

Each of these cues were assessed with the following rating scale of “1 – never performs the cues” to “5 – always performs the cue” as seen in Figure 4.

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Pre Assessment Names

Balancing Flat Eyes Aware

Spinning Center Eyes

Spin

Eyes

Juggling Toss

Catch

Balancing Cues: - Flat Placement – Object is placed on flat surface or surface is as flat as it can be.

- Eyes on Top – Students eyes are focused on the top of the object.

- Aware of Space – Students are aware of who and what is around them while they are balancing.

Spinning Cues: - Center Placement – Pole or finger is placed in the center of the spinning object.

- Eyes on Center – Students eyes are focused on the center of the spinning object.

- Spin Control – Students use opposite hand for adding spin.

Juggling Cues: - Eyes Level – Students toss the objects to the height of their eyes or forehead - Toss, Toss – Students toss objects from one hand then the other hand - Catch, Catch – Students catch each object in opposite hands 1 – Never

2 - Seldom

Figure 4. Psychomotor pre and post assessment.

Rating Scale 3 – Sometimes

4 – Most times

5 – Always

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The cognitive pre assessment was a questionnaire sheet that the students answered at the end of the lesson. This pre assessment showed what the students already knew about balancing, spinning, and juggling and it aligns with the cognitive unit goal. The questionnaire challenged them to choose what the cues are for balancing, spinning and juggling out of a list of different types of cues that could be used to teach balancing, spinning and juggling. All of the students had the same sheet with the same cue list on it so they were to decide to the best of their understanding what the cues should be. Figure 5 is an example of the sheet questionnaire sheet that the students filled out.

Name:_____________________________

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Class:______________

Date:_______________

Matching Skills and Cues Match the Cues: Write the cues that match each skill on the line. Each skill has only 3 cues.

Balancing Cues: Scoop Drop, Drop Toss, Toss Claw, Claw Catch, Catch Rotate around Center Center Placement Eyes on Center Spin Control Lean to Side Flat Placement Eyes on Top Personal Bubble Aware of Space Throw, Throw Miss, Miss Eyes on Bottom Eyes on Middle Ghost, Ghost

1. ____________________________ 2. ____________________________ 3. ____________________________ Spinning Cues: 1. ____________________________ 2. ____________________________ 3. ____________________________ Juggling Cues: 1. ____________________________ 2. ____________________________ 3. ____________________________ Self-Reflection and Assessment

Respect: How often did you respect the equipment by using it properly and putting it back where you found it?

1 – Never

2 - Seldom

3 – Sometimes

4 – Most times

5 – Always

Responsibility: Did you stay in your station until the music stopped and then move to your next station quickly?

1 – Never

2 - Seldom

3 – Sometimes

4 – Most times

5 – Always

Cooperation: Did you share equipment with your classmates so that everyone got a chance to try each thing?

1 – Never

2 - Seldom

3 – Sometimes

4 – Most times

Figure 5. Cognitive and affective pre and post assessment.

5 – Always

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In Figure 5 is the affective assessment that was attached to the cognitive assessment for the students to fill out. The affective questions required the students to assess themselves on how well they respected the equipment, how responsible they were during the lesson and how well the cooperated with fellow students. These three parts are the foundation of the affective unit goal. Since this was a self-assessment, the students had a rating scale to choose how well they did from “1 – never” to “5 – always.”

Formative Assessments Throughout the circus unit there was multiple types of formative assessments that were used to evaluate the students understanding of the cues and skills that were being taught. Most of the formative assessment took the form as an exit slip that they students would have to answer a question or diagram how to perform the skill.

Balancing In Figure 6 there was two parts that the students had to fill out about balancing. The first part was to have the students be able to remember the cues and write them down on the lines. The second part was for them to decide were their eyes should be looking and where their hand should be placed to keep the feather balanced. This assessment was given out at the end of the first balancing lesson and meets the cognitive objective for the lesson.

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Balance Cues Worksheet Name:__________________ What are the cues for balancing the feather 1. ____________________________

Class:__________________ Circle the part of the feather that your eyes should look at. Draw a line where your hand should be placed.

2. ____________________________

3. ____________________________

Figure 6. Balancing assessment.

The second lesson in balancing focused on exploring the different places that the students could balance the objects on their body. This assessment meets the cognitive objective by requiring the students to find the balancing cues from a group of balancing, spinning, and juggling cues. The second part of the assessment was a self completion and the student were to draw a pole on all of the body parts that they were able to balance an object for longer than three seconds, as seen in Figure 7.

Circus Unit

Draw a Pole on all of the body parts that you can balance on for 3 seconds!

Circle the 3 balancing cues!

Scoop Catch, Catch Miss, Miss Flat Placement Center Placement

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Drop, Drop Ghost, Ghost

Toss, Toss Eyes on Middle

Throw, Throw

Aware of Space

Eyes on Top

Lean to Side Rotate around Center

Spin Control

Eyes on Center

Finger Tip

Eyes Close

Claw, Claw Eyes on Bottom

Figure 7. Second balancing assessment.

Spinning For the spinning, lessons the exit slips focused on the cognitive and affective objectives.

The exit slip for the first lesson required the students to write down the two cues that they learned that day on the lines and to draw a finger in the right place to keep the disc spinning, see Figure 8. In having to remember and write down the cues, they are proving that they meet the cognitive objective for the lesson.

Name___________________

Write down 2 Spinning Cues!

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Class_____________

Draw a line where your finger should be to spin the Frisbee!

Figure 8. Spinning assessment.

The exit slip for the second day of spinning required some higher order thinking as the students had to describe the differences between spinning a ball and spinning a disc. Being able to describe the differences aligns with the cognitive objective to the lesson. The second question on the exit slip was for the students to rate how on task they were during the lesson.

The scale starts at “never on task” up to “always on task” as showed in Figure 9. Having the students assess themselves allows them to reflect on how they did that day and how well they met the affective objective.

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Spinning Questions Name___________________

Class_____________

1. What is difference between spinning a ball and spinning a Frisbee?

On the scale rate how well you did today.

Never on task

Almost on task

Sometimes on task

Mostly on task

Always on task

Figure 9. Second spinning assessment and affective assessment.

Juggling On the first day of the juggling lessons the students had to focus on the find the juggling cues on the list of different cues then they had to find the cues in a word search, Figure 10. This was a cognitive assessment that challenged the studentâ&#x20AC;&#x2122;s higher order thinking skills and it demonstrates an understanding the shows the ability to meet the cognitive objective.

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Name:______________

Class:

Juggling Word Search Find the cues for juggling in the word search!

T L F U G O X W R Q S O I C S S E F A V O N N T R N J L M T S J K U K K D T Z E Z D P S O W I U R U D Q S F G O O U U Q

D A L U T I C L J U H X R L P

C P O O G O W H T Q V G B S I

X V L D V B S V C H X E N C G

M F P V K Q J S R A Y E V H O

O O L G H V J C F E T I E B Y

J D I Z Z T E Q S N J C Q G N

Z U S H Y K P L N N W L H A U

G Z D F U H E L J K D B Q E Y

C H P C H V A F O R O R A P T

V A S Q E V S Y M U D K A N J

Y R U L G Z S E K C R P G F L

Find Juggling Cues FLAT SURFACE TOSS TOSS EYES ON CENTER SPIN CONTROL CATCH CATCH EYES LEVEL EYES ON TOP

Figure 10. Juggling assessment.

Figure 11 requires students to indentify the three different types of juggling patterns that they learned. This assessment is different since the students have to know patterns and not the cues, which aligns with the cognitive objective of the lesson. This exit slip also has the students keep track of how many catches that they make with their partner during partner juggling and then asks them to rate how well they did working with their partner during partner juggling. Having to work with a partner was the main focus of the affective objective for the second juggling lesson.

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Name: _______________

Class:____________

Juggling Patterns and Partners Match the Juggling Pattern to the Name

Shower

Column

Cascade

How many catches did you and your partner do?

1 ball 2 ball 3 ball

1 1 1

5 5 5

10 10 10

15 15 15

20 20 20

25 25 25

30 30 30

35 35 35

How well did you and your partner work together?

Not at all

Kind of

Some what

Well

Very Well

Figure 11. Second juggling and affective assessment.

All of these different formal and informal assessments provided important information about how the instructional format should be adjusted to help all of the students succeed towards meeting the overall goals of the circus unit.

Post Assessment On the last day of the circus unit the student were assessed the exact same way as they were during the pre assessment, the only change is that they did the cognitive, Figure 5, at the beginning and then the psychomotor assessment, Figure 4, will be done while they are practicing and designing their routines. Having the post assessment the same as the pre assessment allows a direct comparison of the studentsâ&#x20AC;&#x2122; abilities and knowledge before and

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after the unit and how they directly align to the three unit goals that the pre and post assessment meet.

Summative Assessment For the end of the circus unit, the students were given the opportunity to perform what they had learned during the unit for a group of students. This was the summative assessment of skills and the routine had requirements. The first was that the routine was only going to be thirty seconds long. The second requirement was that it must encompass balancing, spinning and juggling in some form or another. The final requirement falls upon the students that are watching, they must watch the performance and track what skills the performer did and in what order Figure 12. Once all of the students completed their routines each of the students were presented with a juggling kit that they could take home to practice with.

Name___________________ Routine Sheets Class____________________ Performer Name_________________________ Write the order that the performer did the skills in.

Balancing

Figure 12. Summative peer assessment.

Spinning

Juggling

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Lesson Plans Block Plan Lesson 1 – Lesson 2 – Content: Circus (object manipulation) Content: Circus (object manipulation) Lesson objectives Lesson objectives 1. ESWBAT – Successfully complete the 1. ESWBAT – Efficiently and effectively balancing, spinning and juggling Pre perform cues to balancing a pole or a Assessment feather on the palm of the hand.

2. ESWBAT – Describe the cues for balancing, 2. ESWBAT – Clearly and concisely explain spinning, and juggling pre assessment cues for balancing through answering the 3. ESWBAT – Work successfully with group to questions on the exit slip. complete each station through 3. ESWBAT – Work independently of teacher cooperation, respect, and responsibility direct instruction to stay on task while balancing different objects.

Assessments: Pre Assessment Assessments: Formative – Balancing cues worksheet Tasks: Balancing Station Tasks: Spinning Station Feather and Pole Juggling Station Balance Challenge Cognitive Pre Assessment Balance Obstacle Course Lesson 3 – Lesson 4 – Content: Circus (object manipulation) Content: Circus (object manipulation) Lesson objectives Lesson objectives 1. ESWBAT – Efficiently travel through open 1. ESWBAT – Efficiently and effectively space while balancing objects on different perform cues to spin a Frisbee on a straight body parts. finger.

2. ESWBAT – Successfully identify the cues 2. ESWBAT – Clearly and concisely explain for balancing objects in a list of different cues for spinning through answering the types of cues. questions on the exit slip.

3. ESWBAT – Responsibly and respectfully 3. ESWBAT – Work independently of teacher avoid others by being aware of them while direct instruction to stay on task while traveling through open space and spinning the Frisbee. balancing objects.

Assessments: Formative – Balancing patterns worksheet

Assessments: Formative – Spinning cues worksheet

Tasks: Pole Balance Body Balance Body Balance Challenge Multiple Balance

Tasks: Explore Spinning Timed Spinning Spinning Moving Spinning Obstacle Course

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Lesson 5 – Content: Circus (object manipulation) Lesson objectives 1. ESWBAT – Efficiently and effectively travel through open space while spinning object with the proper cues.

2. ESWBAT – Describe challenges with spinning a ball compared to a Frisbee.

3. ESWBAT – Responsibly and respectfully avoid others by being aware of them while work on spinning patterns without direct teacher instruction

Lesson 6 – Content: Circus (object manipulation) Lesson objectives 1. ESWBAT – Efficiently and effectively attempt to perform the proper cues for juggling objects, including scarves and bean bags 2. ESWBAT – Successfully identify the cues that are used for juggling from a word search.

3. ESWBAT - Keeping personal space while juggling different types of objects

Assessments: Formative – Spinning patterns worksheet

Assessments: Formative – Juggling cues worksheet

Tasks: Size Spinning Balance Spinning Multiple Spinning Lesson 7 – Content: Circus (object manipulation) Lesson objectives 1. ESWBAT – Efficiently and effectively travel around open space in a obstacle course while juggling different objects 2. ESWBAT – Describe what a cascade pattern looks like and name two other patterns or tricks 3. ESWBAT – Responsibly work on different juggling patterns with a partner without direct teacher instruction

Tasks: Juggling Stations Timed Juggling Three Object Juggling Lesson 8 – Content: Circus (object manipulation) Lesson objectives 1. ESWBAT – Successfully perform balancing, spinning and juggling with cues during a routine.

2. ESWBAT – Describe and identify the cues for balancing, spinning, and juggling in the post assessment sheet 3. ESWBAT – Respectful for each of the students as they perform their routines for class, by watching, not talking, cheering and applauding

Assessments: Formative – Juggling patterns worksheet Tasks: Juggling Obstacle Course Three Object Juggling Partner Juggling

Assessments: Post Assessment Summative – Performance Tasks: Routines

Developmental Analysis of Content

Extension Balancing Single object • Stationary • High o Above head o Above shoulder • Low o Below waist o Below knee • Body Parts o Forehead o Nose, Chin o Shoulder, Elbow o Hand, Finger o Knee, Ankle o Foot, Toe • Moving • Slow o Walking o On Toes o On Heels o Lunging o Backwards o Sideways • Fast o Running o Jogging o Skipping o Sliding o Grapevine

Circus Unit

Refinement

Cues Multiple object • Stationary • High o Above head o Above shoulder • Low o Below waist o Below knee • Body Parts o Forehead o Nose, Chin o Shoulder, Elbow o Hand, Finger o Knee, Ankle o Foot, Toe • Moving • Slow o Walking o On Toes o On Heels o Lunging o Backwards o Sideways • Fast o Running o Jogging o Skipping o Sliding o Grapevine

• • •

Eyes on top Aware of Space Flat Hand

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Application Body Balancing Once completed 10 second hand balance with a variety of objects attempt to balance object on knee, elbow, chin, nose, fingers, foot, toes, heels, forehead, and any other body part for 10+ seconds. To make it harder increase the time to hold the balance or make the object shorter, to make it easier make the object taller and lighter.

Timed Balance See how long you can keep an object balanced while staying stationary. To increase the difficulty make the object shorter, to decrease the difficulty make the object taller.

Balance obstacle course - While walking a line - Weaving around cones - Walking forward, backward and sideways - While jogging, running and skipping Balance Object Challenge Attempt to balance objects of different heights.

To make it a challenge make the objects smaller, to increase the chance of success make the objects taller.

Multiple Balance Attempt to balance more than one object at a time. To increase the difficulty try to balance two different sizes or on two different balance points, to increase the chance for success make the objects similar and use the same type of balance point.

Extension Spinning Single object • Stationary • High o Above head o Above shoulder • Low o Below waist o Below knee • Body Parts o Forehead o Nose, Chin o Shoulder, Elbow o Hand, Finger o Knee, Ankle o Foot, Toe • Moving • Slow o Walking o On Toes o On Heels o Lunging o Backwards o Sideways • Fast o Running o Jogging o Skipping o Sliding o Grapevine

Circus Unit

Refinement

Cues Multiple object • Stationary • High o Above head o Above shoulder • Low o Below waist o Below knee • Body Parts o Forehead o Nose, Chin o Shoulder, Elbow o Hand, Finger o Knee, Ankle o Foot, Toe • Moving • Slow o Walking o On Toes o On Heels o Lunging o Backwards o Sideways • Fast o Running o Jogging o Skipping o Sliding o Grapevine

• • •

Eyes on Middle Spin Control Aware of Space

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Application Size Spinning Once completed ball spinning of the beach balls for 10 seconds then change the size of the ball to a basketball, volleyball, soccer ball, or other ball and attempt to spin it for 10 seconds. To make it more challenging decrease the size of the ball being spun and make sure the ball is inflated completed, to increase the chance for success keep the ball larger and slightly deflated.

Timed Spinning See how long you can keep an object spinning while staying stationary. To increase the difficulty make the object a solid object like a fully inflated basketball, to decrease the difficulty make the object larger and slightly deflated or use a flat object like a Frisbee or plate.

Spinning obstacle course - While walking a line - Weaving around cones - Walking forward, backward, and sideways Multiple Spinning Attempt to spin two objects at the same time. To increase the chance of success make the objects flat or deflated, to increase the difficulty make the objects round.

Partner Spinning With a partner attempt to get as many objects spinning as possible within a given time frame.

To increase the difficulty make the objects round, to increase the chance of success have the objects be flat.

Circus Unit

Extension Juggling Scarves • One, Two, Three • Cascade • Columns • Reverse Cascade • Circle • Two in One Hand • Three in One Hand • Under Leg • Above Head • Walking • Jogging • Skipping • Backwards

Refinement

Cues Bean Bags • One, Two, Three • Cascade • Columns • Reverse Cascade • Circle • Two in One Hand • Three in One Hand • Under Leg • Above Head • Walking • Jogging • Skipping • Backwards

Partner • One, Two, Three • Cascade • Columns • Reverse Cascade • Circle • Two in One Hand • Three in One Hand • Under Leg • Above Head • Side By Side

• • •

Throw, throw Catch, catch Eye level

Partner

• • •

Throw, throw Catch, catch Eye level

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Application Juggling in a Hoop Once you are able to juggle 3 objects in a cascade pattern then the challenge is to stand in a hula hoop and juggle inside the hoop. Attempt to make 10 successful pattern completions. To make it more of a challenge make the hoop smaller, to make it easier make the hoop area larger.

Juggling obstacle course - While walking a line - Weaving around cones - While jogging, running and skipping - Forward, backward and sideways Timed Juggling See how long you can keep juggling objects before dropping them. To increase the difficulty make the objects solid like tennis balls, to decrease the difficulty make the objects float like scarves.

Partner Juggling With a partner stand side by side and complete a three-object cascade several times. To increase the chance of success start with balloons, to provide a challenge use tennis balls.

Group Juggling In a group attempt to keep as many objects as you can up in the air while moving around as a group. To increase the difficulty make the group spread out and make the objects smaller, to increase the chance of success have the group move closer together and have the objects float like a beach ball or scarves.

Extension Routine

• • •

Balancing Spinning Juggling

Circus Unit

Refinement

Cues for Juggling • Throw, throw • Catch, catch • Eye level Cues for Spinning • Eyes on Middle • Spin Control • Aware of Space Cues for Balancing • Eyes on top • Aware of Space • Flat Hand

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Application Routine Practice Write down the parts of the Routine with stylish ways to transition between each skill set. (spin beach balls and swap them to tennis balls and juggle them) Routine Performance One minute to perform practice routine for class or small group in the gym. Will be performing individually, partners or small group.

Performance will be for fifth graders only.

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Circus Unit

UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Balancing Date: October 12th, 2009 Class Skill/Grade Level: Developing/ Fourth Grade Class Size: 20

Lesson Numbers 1 Of 8

Teacher’s Name: Ben Wells Facilities: Carrie Martin Elem. - Gym

Equipment: 20 peacock feathers, 20 dowels, 10 hoops, 20 beanbags, 20 frisbees,

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective – Successfully complete the balancing, spinning and juggling Pre Assessment How will you assess? Using the Psychomotor Pre Assessment Form 2. Cognitive Objective – Describe the cues for balancing, spinning, and juggling pre assessment How will you assess? Using the Cognitive Pre Assessment Questionnaire 3. Affective Objective - Work successfully with group to complete each station through cooperation, respect, and responsibility How will you assess? Using the Affective Pre Assessment Questionnaire

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective – Communicate effectively by providing the lesson objectives and pre assessment expectations in a clear and concise manner How will you assess? Through authentic assessment of the students in the pre assessment stations 2. Second Teacher Objective – Assess all of the students within the entire gym by moving around and not staying in one spot for a lengthy period of time How will you assess? By actively going to each station to assess students abilities at that station

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Circus Unit

Planned Lesson Activities Approx.

Time 30 Minutes

2 min

3 min

5 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students) Warm Up – Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction – We are going to start a circus unit and learn how to balance, spin and juggle different types of objects and at the end we are going to make a routine to perform for each other. Here is a sheet that has questions that you will answer after each section.

Pre Assessment – Balancing Setup – Station, within the hoops have one balance pole per student. Students will show how

Performance Cues

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Introduction

Application

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher – Student -

they can balance the pole on their hand. No cues are given and students are to attempt it by themselves.

2 min

5 min

2 min

5 min

Pre Assessment – Balancing Cognitive Sheet Pre Assessment – Spinning Setup – Station, within cones have a Frisbee or Ball for each student to attempt to spin on finger or on dowel. No cues are given and students are to attempt it by themselves.

Pre Assessment – Spinning Cognitive Sheet Pre Assessment – Juggling Setup – Station, within the coned area students can choose to juggle either scarves or balls in a cascade pattern, they can choose 1, 2 or 3 objects. No cues are given and students are to attempt it by themselves Pre Assessment – Juggling

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Circus Unit

Assessment

Application

Assessment

Application

Assessment

2 min Closure Activity: 2 min

Cognitive Sheet Affective Pre assessment â&#x20AC;&#x201C; working well with others and how well were you listening to directions Next time we will be learning how to balance different types of objects. Please turn your sheets in.

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Assessment

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Teacher Reflection Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

This was the first lesson at the elementary level and I feel that it was a success. All of the students understood the warm up activity stations as well as the three circus stations. Once the active warm up stations were put away the student started in on the three circus stations. The psychomotor objective was to have the student be able to successfully complete the balancing, spinning and juggling pre assessment stations. Each of the stations was setup in a different part of the gym and there was a demonstration of each station prior to having the students go to each station. The main focus of each station was to have the students attempt to balance, spin, and juggle different objects so I could observe what they already knew and where the class needed to start. Overall, I felt that all of the students met this objective without too much issue.

There were a couple of times where I would have to refine the group at the balancing station and redirect their focus from spinning the poles to balancing the poles. From what I saw and recorded on the pre assessment sheet most of the students were able to show how to balance the pole but keeping it balanced was another story. One student name Brandon was having issues balancing the pole so he would squeeze his hand around the bottom of the pole and try to show that it was balanced. After reminding him that he was holding it and that he needed to balance he figured out that looking at the top helped him keep it balanced a little longer.

Without giving the student the cues for balancing, almost all of them were keeping a flat surface with their palm and some were trying to look at the top. At the spinning station most of the students were having trouble spinning the playground ball, but once they traded for the

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Frisbee their success increased because the Frisbee had a place for their finger that was the center and it was easier to balance than the ball. At the juggling station most all of the students could juggle either two scarves or beanbags. Again, I did not give the student any cues and they were doing basic tosses and were making success catches. Even within the time at each station, the students as a class showed improvement.

The cognitive objective was to have the students be able to describe the cues for balancing, spinning, and juggling on a pre assessment sheet. On the right side of the sheet, there were a list of different cues that could be used for juggling, spinning, and balancing all mixed together. On the left side of the sheet there was balancing, spinning and juggling in three sections with three lines under each heading that the students would have to list the three cues that they thought were used for each activity. This sheet was given at the end of the lesson as an exit slip and it was properly designed for most of the students. Within the class, there were some students that have special needs and I realized that the exit slips needed to have accommodations for those students. One student, Ben, is in the fourth grade but is about at a first grade level academically so I had another student, Jesse, partner up with Ben to help him read the questions. In addition to having Jesse help, I also had Ben draw lines from the cues to the skill so that he could match them together. Overall, I felt that the cognitive assessment sheet worked well and that it will help to show what the students learn throughout the unit.

The affective objective was to have the students be able to work successfully with group to complete each station through cooperation, respect, and responsibility. I informed the students of these three requirements at the beginning of the lesson and was impressed by how well the students responded during the lesson. At each station the students were to make sure

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to stay in their area so that they were being respectful to the other groups. Within each station, the students were responsible for making sure that they were attempting the skill while I was traveling between the stations recording the skill assessments. The final affective goal was for the students to work together to make sure that the equipment was placed back in the piles before they moved to the next station. This objective was more of a self-assessment in a form of three questions on the bottom of the cognitive assessment sheet. They had to rate themselves on a scale from “Never” to “Always” and they had to circle the one that they thought did. Overall the class did really well in all three of these goals and I was impress with how well behaved these students were.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

The first teacher objective was to communicate effectively by providing the lesson objectives and pre assessment expectations in a clear and concise manner. At the beginning of the lesson, I went through the active warm up stations for the students so that they knew what was expected of them at each station. After the warm up stations, I informed the students that they needed to place the station equipment against the wall so that it was out of the way. After they placed the equipment around the outer edge, all of the students met at the center of the gym while I set up the three circus stations. I informed the students that they would be attempting to balance, spin, and juggle objects during the second part of the class. I gave a short demonstration at each station and told the students what I expected from them at each station, attempt balance pole or spin ball and Frisbee or juggle scarves and beanbags, and what they were to do at the end each rotation, place all equipment in the piles. Once I divided the

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class into three groups and had them begin at each station performing the tasks.

The second teacher objective was to assess all of the students within the entire gym by moving around and not staying in one spot for a lengthy period of time. Once the students began the different circus stations I moved between each station and performed an authentic assessment on their skills. At each station, I observed each student attempt to perform each skill and rated them on a scale of 1 to 5. To make sure that I was constantly moving around the gym I had the groups rotate counterclockwise while I was moving clockwise around the outside so that I could assess each group without turning my back to another group. I would also start each rotation with a different group so that all of the groups got time to practice without being assessed right away. Overall, I feel that I moved around quite thoroughly and was able to assess all of the students proficiently and accurately without staying in one place.

How did the following go?

Organization: I believe that the organization of the class and lesson went exceptionally well. Having the active warm up stations at the beginning also sets up the structure for the rest of the unit.

There is plenty of equipment for each student at the active stations. For the circus stations, they were placed quite a ways from each other so that there was not any chance of the groups intermixing with each other. Each of the circus stations also had enough equipment for each student so everyone had something to use at each station. Overall, the lesson was planned for organization and it worked to the studentâ&#x20AC;&#x2122;s advantage.

Time Plan: Right off the bat I had to make sure that I planned extra time at the beginning of the

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lesson to explain the active warm up stations. The lesson moved on a good pace and the students were actively working at each station the whole time. Since this was the preassessment day, the students were given some time to practice each skill at the station before I assessed them. In addition, the amount of time that the students were given at each of the circus stations allowed them to get a taste of the activity and left them wanting more, which will be good for the following lessons. I did have to end earlier then I planned to make sure that the students had plenty of time to fill out the cognitive form.

Changes for Next Lesson: For the next lesson, I am hoping that the active warm up takes less time so that it is a small part of the lesson instead of big part. Furthermore, each of the following lessons will need to move quicker to make sure that all of the students get the opportunity to attempt each activity with an ample amount of time. Finally, the students need more time at the end of the lesson to make sure that they fill out the exit slip before class ends.

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Circus Unit

UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Balancing

Date: October 12th, 2009

Class Skill/Grade Level: Developing/ Fourth Grade

Teacher’s Name: Ben Wells

Class Size: 20

Lesson Numbers 2 Of 8

Facilities: Carrie Martin Elem - Gym

Equipment: 20 peacock feathers, 20 dowels, 10 hoops

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective – Efficiently and effectively perform cues to balancing a pole or a feather on the palm of the hand.

How will you assess? Through different extension and application activities 2. Cognitive Objective – Clearly and concisely explain cues for balancing through answering the questions on the exit slip.

How will you assess? Using the balancing matching sheet exit slip 3. Affective Objective - Work independently of teacher direct instruction to stay on task while balancing different objects.

How will you assess? With a question on the exit slip

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective – Provide students with appropriate refinements by based upon teacher observation of the students.

How will you assess? Through observing the students’ abilities and taking pauses for refinements 2. Second Teacher Objective – Have the students into the main activity focus within 5 minutes of starting class.

How will you assess? Through Skill assessment sheet

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Circus Unit

Planned Lesson Activities Approx.

Time 30 Minutes

2 min

2 min

5 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students)

Performance Cues

Warm Up â&#x20AC;&#x201C; Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction â&#x20AC;&#x201C; Today we are Flat Surface going to learn how to balance objects. What do you think is needed to balance an object on my hand?

What is easier a taller object or a shorter object? Why Balance Feather Eyes on top Everyone is in open space and I Hand flat would like you to try and balance the peacock feather on your hand while staying in place. Remember the cues. Look at the top of the

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Introduction

Extension

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher- Student-

3 min

5 min

3 min

object and keep your hand flat.

If the feather is falling away from you make sure you are watching the top of feather with your eyes.

Timed Balance See how long you can keep an object balanced while staying stationary. To increase the difficulty make the object shorter, to decrease the difficulty make the object taller.

See who can balance for 30 seconds Balance Poles Now we are going to change from feathers to poles the cues are the same although with a pole it could fall away from you quicker so you have to be ready.

If your hand is squeezing around the pole it makes it easier but you are holding it instead of balancing it keep your hand flat If the pole keeps falling make sure that you are watching the top of the pole.

Balance Object Challenge Attempt to balance objects of different heights. To make it a

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Circus Unit Eyes of top Refinement Eyes on top Flat surface Stand Application

Eyes on top Flat Surface Extension

Flat hand Refinement Eyes on top Refinement Eyes on top Flat hand

Application

Circus Unit

challenge make the objects smaller, to increase the chance of success make the objects taller.

5 min

Closure Activity: 2 min

Balance Obstacle Course - While walking a line - Weaving around cones - Walking forward, backward and sideways - While jogging, running and skipping Everyone meet here in the center I would like you to fill out this matching sheet for the cues of Balancing.

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Application

Pencil Sheet

Assessment

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Teacher Reflection Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

This was my second lesson and it was the first one that had actual skills for the students.

The focus of this lesson was to have the students begin balancing objects. The psychomotor objective was to have the students efficiently and effectively perform cues to balancing a pole or a feather on the palm of the hand. The lesson started with the students performing their active warm up that they learned last lesson. After the active warm up, the students were brought to the center and we talked about balancing. Then some of the students were given feathers and others were given poles and they were told to find open space and attempt to balance the objects. This was an explore and discover situation for the students. After couple of minutes, everyone came together and there was a guided discussion about what the cues for balancing should be. Some of the students that were balancing feathers said to watch the eye on top of the feather, while the students with the poles said watch the top. Therefore, it was decided that the first cue was to have “Eyes on Top” since everything has a top and only the feathers have an eye design. The next cue the came up with really quick and that was to have a “Flat Hand” to balance on, since they were to just be balancing on their hand. Once the cues were decided, the students swapped the feathers for poles and poles for feathers so that everyone got to try everything. After they had the cues the balancing improved greatly and it showed in the application of balance for time at the end of the lesson with all students being able to balance for at least fifty seconds and some even long than that. Overall, all of the students met the psychomotor objective with flying colors and it will be interested to see how

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much more they can improve their balancing.

The cognitive objective for this lesson was to have the students to be able to clearly and concisely explain cues for balancing through answering the questions on the exit slip. During the lesson there were several times that the students had the opportunity to talk about the cues. While the students were performing the balancing during the different extensions and applications, they were saying them aloud. Ben, one of the students that has trouble remembering things, would be standing in his open space reciting â&#x20AC;&#x153;eyes on top, flat handâ&#x20AC;? to himself so that he remembered what he needed to do. Several of the other students would also say the cues to themselves. When the students were questioned about the cues during the lesson, they would answer as a group. At the end of the lesson, all of the students came together in the center circle and I explained the sheet while the students passed pencils and the exit slip around.

This lesson had a similar affective objective as the last lesson, the students should be able to work independently of teacher direct instruction to stay on task while balancing different objects. After active warm up and the main part of the lesson had started Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

For this lesson, I wanted to make sure that I could help the students succeed so my first teacher objective was to provide students with appropriate refinements by based upon teacher observation of the students. During the first extension, when the students were trying to

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balance, I moved around the students and asked questions to see what the student knew about balancing already. Once they were all brought together and were led though the cues, they went back to their open space to try the balancing again. I wanted to make sure that each student was succeeding so as I moved around the gym so I would ask different students to remind me of the cues as well ask them when they could do or needed to do to keep the object balanced. Most of the time that was spent during the extensions was giving individual refinements to the students. There was a couple of times that I would stop the whole class and have them repeat the cues back to me so I wouldn’t forget them, which seem to help them remember the cues.

Last lesson was the first lesson that the students had the active warm up at the beginning and it went well but it did take some time. Therefore, of this lesson I had my second objective to focus on having the students into the main activity focus within 5 minutes of starting class. When the students first came in to the gym, I reminded them to go the station that they started at yesterday. Some students were absent the last lesson so I placed them at a station. Once everyone at their stations they spent thirty seconds at each station, when I said, “GO” they were to start the station activity. When I said “FREEZE” they were to put there station back how they found it. The next phrase was “ROTATE”, they were to move to the next station, and the cycle started again. These students were very efficient about putting their equipment back and would keep each other on track of what station to go to next. Once they had been through all of the stations, they would have to put the equipment against the wall and meet in the center circle. For the second lesson the active warm up from start to finish took about seven minutes which was a little over the time. Overall, the students are getting better

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with the active warm up and are getting good at cleaning up the stations as well.

How did the following go?

Organization: The overall organization of the lesson went really well today. The students can right in to the gym and when to their active warm up stations. Once the active warm up was done, the students put the equipment off to the sides and met in the middle circle. The middle circle is the main meeting spot and the students are starting to learn that. Having the students in their own space for the balancing allowed them to spread out and be able to get things done. It also allowed me to see all of the students from any point in the gym. The lesson plan was a definite building block plan, which allowed the students to challenge themselves as much as little as possible. For the cognitive exit slip at the end of the lesson, the students met in the middle circle again and passed the sheets and pencils out. Overall, the organization for this lesson was quite appropriate.

Time Plan: The amount of time that was used for active warm up went just a bit long, which took a little time from all the other parts of the lesson. As the lesson progressed, the students showed a great understanding of the skills so we moved through the lesson without any big issues. The only that was an issue was not giving the students an enough time at the end of the lesson to fill out the exit slip.

Changes for Next Lesson:

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For the next lesson, I would not change to many things. The first thing that I would change would be the amount of time that the students get at the end to complete the cognitive exit slip. I noticed that some of the students felt rushed and were worried if they did not get it done before class was over. Another thing I would add would be to get the active warm up to be done with music so that it would be done in three minutes instead of taking longer. Overall, the lesson moved and progressed very well.

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Circus Unit

UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Balancing

Date: October 12th, 2009

Class Skill/Grade Level: Developing/ Fourth Grade

Teacher’s Name: Ben Wells

Class Size: 20

Lesson Numbers 3 Of 8

Facilities: Carrie Martin Elem. - Gym

Equipment: 20 dowels, 10 hoops, 8 cones

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective – Efficiently travel through open space while balancing objects on different body parts.

How will you assess? With an authentic assessment balancing obstacle course application 2. Cognitive Objective – Successfully identify the cues for balancing objects in a list of different types of cues.

How will you assess? Using a balancing assessment sheet 3. Affective Objective – Responsibly and respectfully avoid others by being aware of them while traveling through open space and balancing objects.

How will you assess? While in final circle discuss and self assess

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective - Present more extensions, refinements, and applications in order to keep the students active and involved.

How will you assess? Through authentic assessment and observation 2. Second Teacher Objective – Be assertive with the students about disruptive behavior and what the consequences are.

How will you assess? Through class discussion

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Circus Unit

Planned Lesson Activities Approx.

Time 30 Minutes

2 min

3 min

5 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students)

Performance Cues

Warm Up â&#x20AC;&#x201C; Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction â&#x20AC;&#x201C; What are the cues for balancing? Good Today we are going to continue with balancing and we are going to practice basic balancing first.

Balance Poles Now we are going to change from feathers to poles the cues are the same although with a pole it could fall away from you quicker so you have to be ready.

If your hand is squeezing around

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Eyes on Top Flat surface Extension

Eyes on top Flat Surface Extension

Flat hand

Refinement

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher- Student-

5 min

5 min

the pole it makes it easier but you are holding it instead of balancing it keep your hand flat If the pole keeps falling make sure that you are watching the top of the pole.

Body Balance Balance with a variety of objects attempt to balance object on knee, elbow, chin, nose, fingers, foot, toes, heels, forehead, and any other body part. To make it harder increase the time to hold the balance or make the object shorter, to make it easier make the object taller and lighter.

If the pole keeps falling off of surface make sure to make the surface as flat as possible If the pole keeps falling make sure that you are watching the top of the pole.

Body Balance Challenge Once completed 10 second hand balance with a variety of objects attempt to balance object on knee, elbow, chin, nose, fingers, foot, toes, heels, forehead, and any other body part for 10+

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Circus Unit Eyes on top Refinement

Extension

Flat surface Refinement Eyes on top Refinement Eyes on top Flat Surface 10 second hold Harder

Application

5 min

5 min

Closure Activity: 2 min

seconds. To make it harder increase the time to hold the balance or make the object shorter, to make it easier make the object taller and lighter.

Multiple Balance Attempt to balance more than one object at a time. To increase the difficulty try to balance two different sizes or on two different balance points, to increase the chance for success make the objects similar and use the same type of balance point.

Timed Multiple Balance Attempt to balance more than one object at a time for 10+ seconds. To increase the difficulty try to balance two different sizes or on two different balance points, to increase the chance for success make the objects similar and use the same type of balance point.

Everyone meet me at the center Pencil circle and fill out the cognitive Sheet sheet

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Circus Unit

Extension

Application

Assessment

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Teacher Reflection Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

This was the last lesson that focused on balancing only so the psychomotor objective was to have the students efficiently travel through open space while balancing objects on different body parts. I feel that the students were able to meet this objective within the lesson after they were given the opportunity to practice on their own. At the beginning of the lesson, there was a review of balancing on the hands and fingers first. Once the students were able to get the poles balanced on their hands and fingers then they were given the option to try and balance the pole on another body parts. Aaron was one of the students that did really well while balancing the pole on his hand although once he tried to balance on his foot he had problems. After asking Aaron to remind me of the cues and how the cues would apply to balancing on his foot he got the hang of it. His main issue was keeping his eyes on the top since it was closer to the floor than the hand. The issue that Aaron had was something that several students had during the first part of the lesson. By the end of the lesson, all of the students were using the cues to balance on other body parts and they realized that there were some body parts that they could not balance on since they could not see the top of the pole. Overall, the students were able to complete this objective by the end of the lesson.

The cognitive objective for this lesson was the have the students successfully identify the cues for balancing objects in a list of different types of cues. On the exit slip there was a list of cues to balancing, spinning, and juggling and the students had to be able to identify the

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balancing cues. Since the exit slip was similar to the exit slip from the lesson before, the students were able to complete it without too much problem. On the sheet, there is also a section that allowed the students to mark all of the places that they were able to balance for at least 3 seconds. Brandon was one of the students that were able to balance the pole on several parts of his body, so on his sheet the picture had several poles on his hands, feet, knees, elbows, arms and nose. Being able to draw those places showed how they challenged themselves and was able to keep track of where they could balance. Overall, I feel that the students met this objective with flying colors.

Since students were traveling around open space the affective objective was to have the students responsibly and respectfully avoid others by being aware of them while traveling through open space and balancing objects. Right from the beginning, all of the students were being respectful of each otherâ&#x20AC;&#x2122;s personal space and were watching out for each other. In addition, the all of the students were being very cautious as they moved through open space so that they would not run into, hit or disrupt each other while they are trying to balance and move. Overall, the students were respectful of each other and responsible for their own space and equipment.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

With this being the last lesson in balancing, I made my first teacher objective to be that I present more extensions, refinements, and applications in order to keep the students active and involved. From the beginning of the lesson, the students were moving though the different

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skills at their own rate. With this lesson there was quite a bit of teaching by invitation for the students that were improving on their skills quickly and efficiently. I made sure that the extension went both ways, some students were to balance the pole while running and others were to balance their pole while taking baby steps. The lesson plan had a wide variety of applications that were used at different times. Overall, I feel that I presented the students with an array of extensions, refinements and applications to help them succeed.

This was the third lesson of the unit and I have noticed that some of the students have started to try and push to see what they could get away with so I made my second teacher objective to be assertive with the students about disruptive behavior and what the consequences are. This objective I wanted to work on since the students were getting to know me more and I as getting to know the students better. During this lesson, I did not have any problems with the students at all. They were respectful of the equipment and each other. They were great listeners and I did not have to remind them to freeze when I said it and they had their eyes on me while I was giving instructions. Overall, this objective was a wash since there was no reason to be assertive for disruptive behavior.

How did the following go?

Organization: For this lesson all of the students started with their active warm up stations and then once that was done, they met in the middle for instructions. After instructions, they were in their own space. The lesson plan was organized so that the extensions built up to the applications that were place throughout the lesson. It did take some more time to get the

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obstacle course set up, although the students were actively working while the obstacle course was getting set, it should have been ready. Overall, the lesson was well organized and ran very smoothly.

Time Plan: The active warm up took four minutes for start to finish, which was great because it allowed us to get into the main activities quicker. The students focused on the activities and about eighty percent of the lesson was active practice of skills for them. They also got more time at the end of the lesson to work on the cognitive exit slip, which gave all of the students the chance to answer without stressing about it. Overall, the time plan was right on the mark.

Changes for Next Lesson: The next lesson is going to be spinning, so there is going to be a focus on more skills and tasks than the cues because the cues are relatively the same as balancing. I will also need to challenge the students more with extensions and different applications, while trying to keep it similar to balancing, so that the students have greater chance for success with spinning.

Another change for the next lesson would be to make sure that the students start encouraging each other. In addition, I need to focus on giving the students more direct and individual feedback instead of giving class related feedback.

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UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Spinning

Date: October 12th, 2009

Class Skill/Grade Level: Developing/ Fourth Grade

Teacher’s Name: Ben Wells

Class Size: 20

Lesson Numbers 4 Of 8

Facilities: Carrie Martin Elem - Gym

Equipment: 20 frisbees, 20 beach balls, basketballs, gator balls, 10 hoops

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective - Efficiently and effectively perform cues to spin a Frisbee on a straight finger.

How will you assess? Authentic assessment during extension and application activities 2. Cognitive Objective - Clearly and concisely explain cues for spinning through answering the questions on the exit slip.

How will you assess? Using the spinning exit slip 3. Affective Objective - Work independently of teacher direct instruction to stay on task while spinning the Frisbee.

How will you assess? With a self assessment on the exit slip

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective – provide refinements to all students in a clear and concise manner as needed throughout the lesson.

How will you assess? Through self assessment of refinements 2. Second Teacher Objective – have the active warm up take up 2 minutes of time at the beginning of the lesson.

How will you assess? Through timing the active warm up

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Circus Unit

Planned Lesson Activities Approx.

Time 30 Minutes

2 min

3 min

2 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students) Warm Up – Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction - Today we are going to learn how to spin different types of objects on our fingers.

When I say “Go” everyone is going to get an object and attempt to spin it. Go Freeze – everyone come to the middle. What worked for spinning? Cues Now try to use the cues to make the object spin If it is not working to land on finger start it with other hand

Performance Cues

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Extension

Hold Throw and Spin Catch

Hold Throw and Spins

Extension

Refinement

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher- Student-

5 min

5 min

8 min

Closure Activity: 3 min

while it is on the finger.

Timed Spinning See how long you can keep an object spinning while staying stationary. To increase the difficulty make the object a solid object like a fully inflated basketball, to decrease the difficulty make the object larger and slightly deflated or use a flat object like a Frisbee or plate.

Spinning while moving Once you have got the object spinning, see if you can walk through open space while it is spinning Make sure that you are watching where you are going while traveling through open space Spinning obstacle course While walking a line Weaving around cones Walking forward, backward, and sideways Everyone meet in the middle and fill out the form that has you match the cues to spinning

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Circus Unit Longer then 10 seconds

Application

Hold Throw and Spin Catch

Extension

Eyes aware Refinement Hold Throw and Spin Catch Eyes Aware

Application

Pencil Sheet Assessment

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Teacher Reflection Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

This lesson was the first of two that focused on spinning and the psychomotor objective was to have the students be able to efficiently and effectively perform cues to spin a Frisbee on a straight finger. At the beginning of the lesson the first thing that the students realized during their discover task, is that the cues that they used for balancing and what they needed to do to the same thing to keep the disc spinning. Anthony was the first student to state that spinning is like balancing. Therefore, I asked him what needs to be different in spinning a disc than balancing a pole and he responded with that since there is not a point top to a disc so needed to look at the center of the spinning disc to keep it balanced. The other cue that he came up with was to control how fast you spin the disc. Joel found out what happened when he spun the disc too hard and it flew off of his finger. Once all of the students came back to the middle after the first task we discussed what the cues needed to be and they all agreed on the three cues. For the rest of the lesson they focused on using the three cues on every spinning task they had. Overall, the students met this objective without any problems with practice.

The cognitive objective was to have the students be able to clearly and concisely explain cues for spinning through answering the questions on the exit slip. This slip asked the students to write down two of the cues that are used in spinning as well as having a picture of a disc and they had to draw a finger where it should be to keep the disc spinning. Ben had some issues with writing the cues down, he knew the cues and could tell me but he has trouble spelling and writing words so I had Kylee help him with the spelling of the words. When it came to the

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picture, Ben did not have any problems drawing the finger in the proper place. For the most part all of the students managed to get one of the cues right while the other cues would be a balancing cue and not a spinning cue. So overall, the students sort of met this objective with the questions on the exit slip.

Since the students were applying what they learned from balancing to spinning, there was time that was planned for the students to be able to work independently of teacher direct instruction to stay on task while spinning the disc, which is what the affective objective was.

This objective was met pretty well during this lesson. Some of the students were moving all over the place at the beginning, though with a quick redirect the students understood that they needed to stay in their own space. After I gave the first set of directions out, I began moving around the class and noticed that Camryn was giving Noah some help with the first set of cues so that he would not get frustrated while he was attempting the skill. Although the objective was to work independently, being able to help another peer while working on their own skills shows that they understand the skills. Overall, there was not a time that I felt that the students were off task or being a disruption to others. The students met this objective with ease.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

Some of the cues were similar for spinning as balancing so my first teaching objective was to provide refinements to all students in a clear and concise manner as needed throughout the lesson. When the lesson started I had all of the students attempt spinning in the discover task. Once they had time to try spinning they all met at the middle circle and we discussed the

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cues. Once they had the cues I traveled around the gym and would make sure that each student was using the cues to help them in achieving spin with the discs. The main focus of the cues fell upon the students that were spinning the challenge discs, since these discs did not have a cone in the so they were harder to spin on the finger. Every student that had one of these discs I explained over and over again that they have to get in balanced and watch the middle as well as keep their spin under control. Overall, it paid off when the students would get the challenge discs to spin on their fingers, even it was for a short period of time.

This lesson was the fourth lesson for the students with the active warm up at the beginning so I had my second teacher objective focus on making sure that the active warm up took three minutes of time at the beginning of the lesson. At the beginning of the lesson the students came in went right to their stations, I started the time, and the active warm up started. Every student did their station until I said â&#x20AC;&#x153;FREEZEâ&#x20AC;? would put their equipment down and would be ready to rotate to the next station. After three minutes, the stations were done and the students had put their equipment against the wall and were waiting in the middle circle to begin the spinning activities. I feel that the continuous practice and having the active warm up as part of their daily routine helped accomplish this objective.

How did the following go?

Organization: The organization for this lesson was the same as all of the other lessons and since the students have learned the routine and how the lessons flow as the students stayed on task. The

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one thing that I did change was have the last couple of extensions and applications happen all at once as different stations. This allowed the students to be able to work on the skills and challenges in a small group instead of the whole class having to share some of the equipment.

Having the stations also increased the amount of time the students got to practice on each skill.

Time Plan: Since this was the fourth lesson the amount of time that has been spent on class managements has decreased quite a bit, and the amount of activity time has increased. The students are keeping focused throughout the whole lesson and I do not have to stop activity to give quick instructions. I think that the active warm up has gotten and quick and it is going to so and that the students are getting the most about of activity time with the station rotation during this lesson. Overall, I am going to try and keep to the same time plan for the next lessons so that the students become more focus on the skill tasks and not on the where they should be.

Changes for Next Lesson Overall, the lesson went really well and there are only a couple of things that I would change. The first change that I would do is try and make all of the different tasks some sort of station so that the students can focus on the task and not on what everyone around them is doing. This change also gives each student the ability to use the equipment of choice without having to worry about sharing or exchanging the equipment with someone else. The second change that I would have is to make sure that the students get the instructions for each station at the beginning before they get to the station and again when they show up at each station so that they have a reminder. With this two changes I feel that the students success with increase immensely.

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Circus Unit

UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Balancing

Date: October 12th, 2009

Class Skill/Grade Level: Developing/ Fourth Grade

Teacher’s Name: Ben Wells

Class Size: 20

Lesson Numbers 5 Of 8

Facilities: Carrie Martin Elem - Gym

Equipment: 20 frisbees, 20 beach balls basketballs gator balls, 10 hoops

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective – Efficiently and effectively travel through open space while spinning object with the proper cues.

How will you assess? Authentic assessment during the spinning applications 2. Cognitive Objective - Describe challenges with spinning a ball compared to a Frisbee.

How will you assess? With questions on exit slip 3. Affective Objective - Responsibly and respectfully avoid others by being aware of them while work on spinning patterns without direct teacher instruction How will you assess? Self-assessment exit slip

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective - Present more detailed refinements in order to help increase the student’s chance of success while spinning objects How will you assess? Through authentic assessment and observation 2. Second Teacher Objective – have the active warm up take up 2 minutes of time at the beginning of the lesson.

How will you assess? Through timing the active warm up

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Circus Unit

Planned Lesson Activities Approx.

Time 30 Minutes

2 min

5 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students) Warm Up – Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction - Today we are going to continue with spinning objects and attempt to get to spinning more than one object at a time as well as balance and spin objects at the same time.

What are the cues for spinning?

When I say “GO” everyone get an object to spin and practice spinning it.

If the object is not spinning continuously then make sure to push it with fingers from other

Performance Cues

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Hold Throw and Spin Catch Extension

Push Refinement

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher- Student-

5 min

5 min

5 min

hand.

If object is not staying balanced while spinning make sure to keep it in the middle Size Spinning Once completed ball spinning of the beach balls for 10 seconds then change the size of the ball to a basketball, volleyball, soccer ball, or other ball and attempt to spin it for 10 seconds. To make it more challenging decrease the size of the ball being spun and make sure the ball is inflated completed, to increase the chance for success keep the ball larger and slightly deflated.

Balance Spinning Now we are going to try and spin objects on dowels and then balance the dowels on our hand, knee, toe, chin Attempt to stay in your own space while spinning and balancing Multiple Spinning Attempt to spin two objects at the same time. To increase the chance of success make the

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Circus Unit Center balanced Refinement Hold Throw and Spin Catch Push Center balanced Application

Hold Throw and Spin Catch Push Center balanced Eyes on Top Flat Surface Hold Throw and Spin Catch Push

Extension

Extension

5 min

Closure Activity: 3 min

objects flat or deflated, to increase the difficulty make the objects round.

If the object is not spinning continuously then make sure to push it with fingers from other hand.

If object is not staying balanced while spinning make sure to keep it in the middle Partner Spinning With a partner attempt to get as many objects spinning as possible within a given time frame. To increase the difficulty make the objects round, to increase the chance of success have the objects be flat.

Meet in the middle and fill out the assessment on advanced spinning

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Circus Unit

Center balanced

Push Refinement Center balanced Refinement Hold Throw and Spin Catch Push Balanced

Application

Pencil Sheet Assessment

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Teacher Reflection Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

During this lesson, the psychomotor objective was for the students to be able to efficiently and effectively travel through open space while spinning object with the proper cues.

Again, this lesson was similar to second day of balancing, the major difference was that the students learned that they had more control over the spinning objects than they did over the balancing objects. Within this lesson, the students started with a review of spinning tasks that were at different stations and then they got to attempt spinning while moving around the gym.

The students demonstrated that if they had the beginner discs that they could move quickly around the gym and through the obstacle course without too much trouble. For the students that were using the challenge discs there was more focus that was required to keep the disc balanced as well as spinning on their finger. Kaylee was one of the students that started with a beginner disc and decided, after she moved around the gym, that wanted to use a challenge disc instead. She noticed that she needed to get the disc balanced before spinning it and to keep it spinning the disc needed to be touched lightly and under control. She stated that she could not just push the disc fast because it would fall off of her finger. Overall, I felt that all of the students were able to meet this objective weather they were using the beginner disc or the challenge disc.

At the end of the lesson, the students met in the middle circle to fill out the exit slip. The cognitive objective was that the students could describe challenges with spinning a ball

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compared to a Frisbee. One of the stations that the students went to during this lesson was one where they got the chance to attempt to spin a basketball on their finger. On the exit slip, the students had to write a couple of sentences about the differences between a ball and a disc.

The most common difference that was recorded was that the ball was harder to balance on the finger. The second most common response was that the ball was harder to keep spinning. Every student was able to give a reason or two to how the ball was harder than the disc, which shows that the students met the cognitive objective for this lesson.

The affective objective for this lesson was that the students could responsibly and respectfully avoid others by being aware of them while work on spinning patterns without direct teacher instruction. The students met this objective while they were in the traveling task near the end of the lesson. As I watched the students move around the gym, I noticed that they were making an effort to avoid each other. The best avoidance that I saw was a near collision between Anthony and Noah, as I watched it looked like it was going to be awful and then Anthony saw Noah at the last moment and toss his disc up and to the right while avoiding Noah, caught the disc on the other hand and continued on his way. Noah did not really see what was going on and how close he was to being run into. Other than that narrow escape, all of the students were very aware of their own space while traveling.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

Since this was going to be the last of the spinning lesson, I wanted to have my first teacher objective to be that I would present refinements that are more detailed in order to help

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increase the studentâ&#x20AC;&#x2122;s chance of success while spinning objects. The main reason for this was because one of the stations that the students were at they were spinning a disc that was on a stick then they were attempting to balance the stick on a body part. I wanted to make sure that the students and a complete understanding of what they needed to do to make the spinning and balancing work together. With the first group of students that were at the this station I had them attempt it, then after a few tries I pointed out that the middle of the disc was also the top of the stick so that is where they needed be looking there to keep the balance. This lesson also had more of a refinement focus on all of the tasks since this would be the last lesson of this type.

The second teacher objective for this lesson was have the active warm up take up three minutes of time at the beginning of the lesson. I wanted to make sure that the students had completely got into the habit of coming and going to their stations, then doing the active warm up and finish with putting the equipment away. Again, the active warm up took just about three minutes, which shows that the students are retaining the routine and that they are participating in regular physical activity.

How did the following go?

Organization: This entire lesson was based around different activity stations for the student to attempt. After the active warm up and then meeting in the middle circle to go over the stations, the students were divided in to three groups for the different stations by random. Having the stations for the students to rotate through allowed them to more practice with each different

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skill. The stations were spaced around the gym so that each station had a third of the space.

This allowed the students to have plenty of space without worrying about running into each other or another station. Overall, the organization of the lesson and of the students went well.

Time Plan: This was the first lesson that used stations for the main tasks and activities for the students and making sure that each student was at each station for the same amount of time was tough. Each group of students was at each station for about four minutes, which seemed to be enough time for them to grasp the concept of the station with some practice. Once they rotated to the next station the four minutes became practice since the stations were similar the transfer of skill was a great approach for them to learn. Overall, the lesson ran smoothly and the stations only had a problem when the students forgot what station that they should be going to.

Changes for Next Lesson: For the next lesson, there will be several changes since they will be starting the juggling portion of the circus unit. Since there will not be a transfer of skills, like balancing and spinning, there is going to be a greater focus on making sure that the students understand the tasks that they will be doing. The students will also be challenge on more than just the cues of juggling but to also learn the different types of patterns that are part of juggling.

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UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Juggling

Date: October 12th, 2009

Class Skill/Grade Level: Developing/ Fourth Grade

Teacher’s Name: Ben Wells

Class Size: 20

Lesson Numbers 6 Of 8

Facilities: Carrie Martin Elem - Gym

Equipment: 20x3 scarves bean bags tennis balls foot bags hoops

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective – Efficiently and effectively attempt to perform the proper cues for juggling objects, including scarves and bean bags How will you assess? Authentic assessment through application activities 2. Cognitive Objective – Successfully identify the cues that are used for juggling from a word search.

How will you assess? Using the juggling word search exit slip 3. Affective Objective - Keeping personal space while juggling different types of objects.

How will you assess? Self-assessment on exit slip

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective – Lead the students to discover, through a series of questions, the cues needed for juggling different objects in a cascade pattern How will you assess? Through Skill assessment sheet 2. Second Teacher Objective - Present more types of extensions in order to help increase the student’s chance of success while juggling How will you assess? Through Skill assessment sheet

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Circus Unit

Planned Lesson Activities Approx.

Time 30 Minutes

2 min

3 min

5 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students)

Performance Cues

Warm Up – Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction - today we are going to learn to juggle a couple of different objects. First how do we juggle? Cues When I say “Go” everyone get 1 piece of equipment to start with. (scarves, beanbag, foot bag, or tennis ball) and find open space and start tossing it up in the air.

Freeze how high should we throw the ball? Good Now take another piece of

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Toss Toss Catch Catch Extension

Eye level Extension

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher- Student-

5 min

5 min

equipment and start with one in each hand and throw them in a cross in front of you like this (teacher demo) and attempt to catch them in opposite hands If one of the objects goes high start with the other hand If the tosses are getting away from you stand near the walk so that you are traveling all over the gym Juggling in a Hoop Once you are able to juggle 2 or 3 objects in a cascade pattern then the challenge is to stand in a hulahoop and juggle inside the hoop.

Attempt to make 10 successful pattern completions. To make it more of a challenge make the hoop smaller, to make it easier make the hoop area larger.

Timed Juggling See how long you can keep juggling objects before dropping them. To increase the difficulty make the objects solid like tennis balls, to decrease the difficulty make the objects float like scarves.

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Circus Unit

Toss Toss Catch Catch Eye Level

Eye level In front of the wall

Refinement

Refinement

Toss Toss Catch Catch Eye Level

10 Catches in Cascade pattern

Application

10 second without dropping Toss Toss Catch Catch Floating with

Application

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Circus Unit

8 min

Closure Activity: 2 min

Three objects Now we are going to try three objects (scarves, balls) in a cascade pattern. Follow the pattern with scoop, scoop, toss, toss, catch, catch.

If one of the objects goes high start with the other hand If the tosses are getting away from you stand near the walk so that you are traveling all over the gym Meet in the middle and fill out the sheet for the cues for juggling

scarves Scoop Scoop Toss Toss Catch Catch

Eye level In front of the wall

Extension

Refinement

Refinement

Pencil Sheet Assessment

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Teacher Reflection Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

This was the first lesson in the juggling section and the psychomotor objective was for the students to be able to efficiently and effectively attempt to perform the proper cues for juggling objects, including scarves and beanbags. For this lesson, each object was its own station that the students rotated to. After active warm up, the students met in the middle circle and we discussed what juggling was. After the discussion they were split into three groups, one group went to scarves, one group went to bean bags, and one group went to the bean bag penguins. The cues that they were to focus on were toss, toss, catch, catch. Did not matter what station that they were at to work on the cues, the different stations allowed them to attempt the cues with different types objects. While the students rotated through the stations, Ben showed me how he was performing the cues with the scarves. He started with a scarf in each hand and would just toss them up in and catch them in their respect hand without crossing the objects. He was performing the cues properly since I did not say to cross the objects when I was giving the directions. Once all of the students were using the cues I added the cross objects as a challenge for them to work towards. Having the students work on toss, toss, catch, catch in each hand without worrying about switch hands in the beginning seemed to help their ability once they started cross since they could toss and catch with each hand separately. Overall, the students met the requirements of this objective without issue, by the end of the class.

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For the cognitive objective, I want the students to successfully identify the cues that are used for juggling from a word search. Once we had gone over the cues as a class in the middle circle and then again, while I went around to each station, when it came time for them to fill out the exit slip every student was able to identify the cues for juggling without a problem.

Finding the cues in the word search was another story. The word search required the students to use some higher thinking skills to search for the cues since they could be vertical, horizontal or diagonal in the word search. Most of the students did not a problem attempting to find the words. Aaron was one of the students that needed some extra help with the word search because he gets words mixed up and has problems with many letters on the page. Kaylee offered to help Aaron work through the word search so that he could complete it. Except for a couple of students that needed extra help with the cognitive assessment everyone completed the word search with flying colors.

The affective objective for this lesson was that the students would be keeping personal space while juggling different types of objects. The first thing that was done to make sure that the students met this objective was to have the stations set far enough apart from each other so that they would not interfere with each other. The next step that I took to help the students to achieve this objective was to have them spread out while they were at each station. For them to meet this objective they had to be aware of everyone around them. At the scarves station the students would spread out a great deal and would stayed in their own area. At the bean bag station the students would tend to toss the bean bags forward so they were always walking or diving to catch the bean bag which meant that they would not be aware of where

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they were going. This was also the case at the penguin station. I feel that the students met this objective thirty-three percent of the time, mostly at the scarves. The students all need work on being aware of space with the beanbags and penguins.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

Since this was a new skill set for all of the students, I decided that my first teacher objective would be to lead the students to discover, through a series of questions, the cues needed for juggling different objects in a cascade pattern. When the lesson started I had all of the students in the middle circle discover the cues for juggling while I did a short demonstration to find out what they thought juggling was. During the discussion, the students discovered that they had been juggling everyday during the active warm up at the beanbag station. Once they understood what juggling was and discovered what the cues were, they were ready to get the stations and try juggling.

Juggling tends to be a harder skill to perform successfully so my second teacher objective was to present more types of extensions in order to help increase the studentâ&#x20AC;&#x2122;s chance of success while juggling. Some of the extensions were to make it more of a challenge for the students, although most of those extensions were by invitation for the students that had the skill to attempt them. Most of the extensions during the juggling lesson were to make it easier for the students. Some of the extensions were to start with one beanbag instead of two and to attempt to catch the scarves however possible so they would not touch the floor. Having a variety of extensions allowed the students to become more successful with the juggling skills.

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I felt that this was a great objective for me and it allowed for a lot of success in the students.

How did the following go?

Organization: The lesson went well with the different stations setup for the students. It allowed the students to know where they were going next and what they were to be working on. The rotations went smoother this time since the students knew what to expect. Having the equipment in its own place kept the students from disrupting each other while they were practicing the skills.

Time Plan: For this lesson, the time went by quickly. Once the students started into the main tasks, the class did not stop until the end of class. Rotations were on four minute cycles and there was short and clear instructions during rotations and while they were at the stations. I made sure that they would have enough time to work on the exit slip so the activities stopped with four minutes left in class so that they could complete the word search. Overall, the time was smooth and efficient.

Changes for Next Lesson For the next lesson, I would change how the students moved from station to station. instead of having them walk to each station during the rotation, I am going to have them perform some type of locomotor skill such as walking on toes, walking on heels or sliding as they rotate. This will allow them to focus on other skills between each stations.

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UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Juggling

Date: October 12th, 2009

Class Skill/Grade Level: Developing/ Fourth Grade

Teacher’s Name: Ben Wells

Class Size: 20

Lesson Numbers 7 Of 8

Facilities: Carrie Martin Elem - Gym

Equipment: 20x3 scarves bean bags tennis balls foot bags hoops

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective - Efficiently and effectively travel around open space in a obstacle course while juggling different objects How will you assess? Authentic assessment through the juggling obstacle course 2. Cognitive Objective – Describe what a cascade pattern looks like and name two other patterns or tricks How will you assess? Using juggling pattern exit slip 3. Affective Objective – Responsibly work on different juggling patterns with a partner without direct teacher instruction How will you assess? Self-assessment on the exit slip

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective – Give the students enough time to practice the different juggling patterns to increase the rate of success.

How will you assess? Through observing the students extensions of skills to adjust time as needed 2. Second Teacher Objective – Clearly and concisely explain the cognitive exit slip so that all of the students understand what is expected of them.

How will you assess? Discussion at the end of the unit

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Planned Lesson Activities Approx.

Time 30 Minutes

2 min

3 min

5 min

5 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students)

Performance Cues

Warm Up â&#x20AC;&#x201C; Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction - What are the cues for juggling? Cues Good now letâ&#x20AC;&#x2122;s get 3 pieces of equipment to review what we finished on last time.

Juggling obstacle course -While walking a line -Weaving around cones -While jogging, running and skipping -Forward, backward and sideways 3 Object Juggling What is the pattern that we are

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Scoop Scoop Toss Toss Catch Catch

Scoop Scoop Toss Toss Catch Catch Eye level

Cascade

Extension

Application

Extension

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher- Student-

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going to be doing? Good Remember the Cues

5 min

8 min

Closure Activity: 2 min

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3 Object Juggling Pattern What are different ways that you can figure out to juggle? Take some time and attempt different ways and show me as I come around.

Columns Circle 2 in one hand 3 in one hand Reverse Cascade Under leg Behind back Over under Flash (3 at once) Toss spin

Partner Juggling With a partner stand side by side and complete a three-object cascade several times. To increase the chance of success start with balloons, to provide a challenge use tennis balls.

Meet in the middle and everyone will fill out the sheet of all of the different juggling pattern matching

Scoop Scoop Toss Toss Catch Catch Eye level

Application

Extension

Pencil Sheet Assessment

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Teacher Reflection Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

This was the second lesson in juggling and the psychomotor objective was that the students would be able to efficiently and effectively travel around open space while juggling different objects. The lesson started with the active warm up followed by a review of juggling cues. There were two stations set up in the gym. The first station had the beanbags that were shaped like penguins, so the students could teach the penguins to fly, and the second station was the beanbag balls. The class was split into two groups, so everyone had their own objects.

All of the students were given time to practice juggling with the equipment they had. After three minutes, the students switched sides of the gym and switched equipment. Again other three minutes of practice was given. The next extension had all of the students on the orange line with two juggling objects. When I said, “GO” they traveled across the gym while juggling two objects, either penguins or beanbags balls. All of the students were able to juggle while walking across the gym without running into each other. While Noah was walking across the gym, Ben was starting to walk into Noah’s path fortunately, Noah saw Ben and stopped walking and continued to juggle until Ben was a safe distance away. Once Noah was ready, he began walking again. That was the best demonstration of psychomotor objective for the class.

At the end of the lesson is when the cognitive objective was assessed. The objective was that the students would be able to describe what a cascade pattern looks like and name two other patterns or tricks. During the lesson I demonstrated a the shower pattern, which the bean bags

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move in a circle, and the columns patterns, when the bean bags go up and down without crossing or changing positions. On the sheet, I listed the names of the patterns and the students had to match the names to the patterns themselves. Joel was the first student to finish and he came up and explained the patterns to me without issue. After looking through the sheets, I feel that overall, the students knew the different patterns and could tell the difference between them.

The affective objective required the students to be able to responsibly work on different juggling patterns with a partner without direct teacher instruction. The final activity for this lesson was to have the students work in partners to attempt to juggle three objects while they stood side by side. I had Joel come and help me demonstrate it for the rest of the class. after a couple of tries, Joel and I managed to juggle three beanbags a couple of times. Once the demonstration was over the students got into partners and were given two beanbags to start with. After they managed to juggle two between them, they came and showed me so I could give them a third beanbag. Since I was moving around the gym, the students proved that they were able to be work well with their partner. On the exit slip there was a question the asked them to rate how well they worked with their partner. Most of the answers were well to very well. Some of the groups did not work great together and that showed on their exit slip.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

My first teacher objective for this lesson was to give the students enough time to practice the different juggling patterns to increase the rate of success. The reason that I wanted

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to focus on this objective was to make sure that the students were given enough time to practice juggling, since it is not as easy to pick up as balancing or spinning. I had planned to have the students do a couple of other extensions that we never got to because they needed the practice with juggling. Several students were given the opportunity to work on one and two beanbags instead of trying three since they were having trouble. Overall, I feel that this was an important objective and it showed in the studentâ&#x20AC;&#x2122;s ability and it will show on the post assessment.

The second teacher objective was to clearly and concisely explain the cognitive exit slip so that all of the students understand what is expected of them. on this exit slip there was three parts and I made sure that all of the students understood it. The first part was matching the patterns to the names. I did do a demonstration for some of the students so that they could see the patterns in motion. The second part was the number of catches that they completed with their partner during the partner juggling. This challenged them to remember how many catches they had and that they would have to discuss with their partner. The last part they had to rate how well they worked with their partner. This allowed them to be honest on how well they got along with their partner without direct teaching. Overall, I feel that I explained each part well and so that the students could understand, as they were all filled out properly.

How did the following go?

Organization: This lesson had the same station format as the last couple, which worked really well for

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student learning and teaching. The lesson flowed smoothly and there was plenty of time for the students practice and really work on juggling by himself or herself and with a partner. Overall, I felt that this lesson could not have been more organized.

Time Plan: Since this is the seventh lesson, I have gotten the time plan for the lessons down to an art. The active warm up takes about 3 minutes and that is the best it is going to do. The students are getting quick about setting up the stations and putting the stations away without any problems. There have become less overall extensions, refinements and applications so that the students have more practice in the last two lessons. The students have also gotten enough time to work on the exit slips at the end and getting the stations set up for the next class. I feel that the time could not get much better.

Changes for Next Lesson: Well for the next lesson is the final lesson in the unit so there will be several changes.

The first change is there will not be an active warm up so that the students have more time to practice their skills before the routine. The next thing is that the students will get to perform and be rated by their peers during their routines, which means that they will have to watch each other attempt different skills. The final change will be that the students have to finish all of their post assessments as well.

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UNC Lesson Plan Form School of Sport and Exercise Science Content Area/Skill Theme: Object Manipulation: Routines

Date: October 12th, 2009

Class Skill/Grade Level: Developing/ Fourth Grade

Teacher’s Name: Ben Wells

Class Size: 20

Lesson Numbers 8 Of 8

Facilities: Carrie Martin Elem - Gym

Equipment: 20 peacock feathers, dowels, 20 discs, 20x3 scarves beanbags tennis balls foot bags

Colorado Model Standards • • •

Standard 1: Students demonstrate competent skills in a variety of physical activities and sports.

Standard 2: Students demonstrate competency in physical fitness.

Standard 3: Students demonstrate the knowledge of factors important to participation in physical activity.

NASPE Physical Education Standards • • • •

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.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

STUDENT OBJECTIVES Each student should be able to: 1. Psychomotor Objective – Successfully perform balancing, spinning and juggling with cues during a routine.

How will you assess? Psychomotor Post Assessment 2. Cognitive Objective – Describe and identify the cues for balancing, spinning, and juggling in the post assessment sheet How will you assess? Using the Cognitive Post Assessment Questionnaire 3. Affective Objective – Respectful for each of the students as they perform their routines for class, by watching, not talking, cheering and applauding.

How will you assess? Using the Affective Post Assessment Questionnaire

TEACHER OBJECTIVES: The teacher should be able to: 1. First Teacher Objective – Assess all of the students psychomotor skills while having them prepare for their routine How will you assess? Authentic psychomotor assessment 2. Second Teacher Objective – Effectively and clearly explain what type of routines and what the expectations are for the students at the beginning of the lesson.

How will you assess? Discussion at the beginning of the lesson

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Planned Lesson Activities Approx.

Time 30 Minutes

2 min

2 min

5 min

Student Activities (Anticipated Progression of Tasks and Modifications to include all students) Warm Up â&#x20AC;&#x201C; Stations, - Tossing - Rolling over mid line - Creeping, crawling, rolling - Dribbling hands - Scooter spins - Line following Introduction - Today we are going to put balancing, spinning and juggling in to a routine to show a group, everyone will be given 1 minute to demonstrate their skills, it can be done in a partners or by yourself Routine Prep Combine Balancing, Spinning and juggling into a 1 minute routine for the class, have it written down so that anyone could pick up and

Performance Cues

Goal Orientation of Task (Extension, Refinement, Application, Assessment)

Extension

Informing

Application

Organizational Arrangements (Grouping & Task Presentation Method) And SAFETY Teacher- Student-

perform the routine. Work with partner, individually or in a group to perform the routine. Use objects for more than one section (balance a stick and then spin a Frisbee on stick and balance the stick)

10 min

10 min

Closure Activity: 2 min

Routine Practice Write down the parts of the Routine with stylish ways to transition between each skill set. (spin beach balls and swap them to tennis balls and juggle them) Routine Performance One minute to perform practice routine for class or small group in the gym. Will be performing individually, partners or small group. Performance will be for fourth graders only.

Affective Post assessment â&#x20AC;&#x201C;

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Application

Application

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Teacher Reflection

Extent to which students achieved each objective was achieved. Provide specific examples of why and how objectives were achieved.

This was the last lesson for the circus unit and the psychomotor objective was for the students to be able to successfully perform balancing, spinning and juggling with cues. This objective was similar to the first lesson since the students needed to complete the post assessments. At the beginning of the lesson, the students were given the chance to divide into group and to practice balancing, spinning, and juggling. While the students were practicing each of the skills in their group, I traveled around the gym and assessed their psychomotor skills on the post assessment sheet. Then the students were to design a thirty-second routine for the other students in their group. Each student had to include a balancing, spinning, and juggling part in his or her routine. Overall, during the practice every student was able to meet this objective, while during the routines only a couple of students were able to meet this objective.

If there is not pressure to perform all of the students passed with flying colors.

The cognitive objective for this lesson was identical to the first lesson in that the students needed to be able to describe and identify the cues for balancing, spinning, and juggling in the post assessment sheet. As a class, we did not go over the cues at the beginning of the lessons because I wanted to see what the students actually remembered from the lessons. They answered the questions on the cognitive post assessment questionnaire at the end of the lesson.

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During this lesson, the students were to perform a self-designed routine for the other students in their group. The other students, who were watching the performance, were to be able to be respectful for each of the students as they perform their routines for class, by watching, not talking, cheering and applauding. This was the affective objective for this lesson.

During the different routines, I noticed that the students were being great watchers during the routine, but after the routines, the students were more worried about playing with the equipment that was around them. After a reminder that they needed to be a good audience for their peers, there were not any more issues. The students that were watching were to track what order that the students performed the skills in. Overall, the students did really well about watching and recording on the affective sheet.

Extent to which teacher objectives were achieved. Provide specific examples and to how and why.

My first teacher objective was to be able to assess all of the students psychomotor skills while having them prepare for their routine. From the moment that the students walked into the gym, they were given the opportunity to practice all of the skills that we worked on during the unit. I had the students in groups and moved from group to group assessing their ability to perform the cues required for each skill. Since this was an authentic assessment, I made sure to observe all of the students from different distances and at different angles to make sure that they were remembering the cues. Overall, I feel that I met this objective and that the post assessment went well.

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The second teacher objective was to effectively and clearly explain what type of routines and what the expectations are for the students at the beginning of the lesson. At the beginning of the lesson, I explained what they were to do during the lesson. I told them that they were going to be performing a routine for their classmates and that they needed to get into groups. Once they were in groups, I explained that they needed to have some of all types of equipment for their group and that they needed to begin practicing the different skills. Once they were practicing, I traveled to each group and let them know that they were to design a thirty-second routine with ten seconds of balancing, spinning, and juggling in any order. Then when it was time for the routines, I used music to give the students their thirty seconds to perform. Some of the students were able to perform all three skills in the thirty seconds while most were able to perform two of the three skills. Only a few of the students performed one skill in the thirty seconds because that is what they could focus on. Overall, I feel that I met this objective and that the students got a clear idea of what we did today.

How did the following go?

Organization: The organization for this lesson was completely different from any of the other lessons because there was a focus on practicing and performing the skills rather that learning each skill.

Having the different groups for the students to perform for helped with keeping everyone spread out so that the groups did not interfere with each other. Having practice lead right into routines also kept the students focused on what they were doing. From the routines, the students filled out their cognitive assessment and it made the lesson wrap up nicely.

Time Plan:

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This lesson had a bit of a time crunch at the end of the lesson because the gym is also the lunchroom so while the students were completing their assessment sheets the lunchroom was getting setup and this caused some students to worry about not getting completely done with the assessment. The practice time should have been shorter but I wanted to make sure that they got enough time to practice the skills before performing them.

Changes for Next Lesson: There are a couple of things that I would change for the next time I were to teach this unit. The first thing that I would change would be that the routines would be a two-day event so that the students could use one lesson for practice and one for performing. The second thing that I would change would be use spinning plates and spinning discs that are made for spinning so that the students would get the chance to try different flat type objects. The final thing I would change would be to the students perform their routines with a partner if they wanted to.

Since some of the students were having problems with performing on their own. Overall, I feel that the unit as a whole move a proper pace and that the students learned quite a bit of skills in the process.

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Resources

City-Data. (2009, June 12). Loveland, Colorado. Retrieved October 9, 2009, from City-data.com: http://www.city-data.com/city/Loveland-Colorado.html •

This website provided detailed statistics about the City of Loveland. These statistics were used in the rationale statement section about the City of Loveland.

Colorado Department of Education. (2009, April 14). Carrie Martin Elementary School: School Accountability Report 2007-2008. Retrieved October 12, 2009, from Colorado Department of Education: http://reportcard.cde.state.co.us/reportcard/pdf/2008_1560_1323_E.pdf •

This document displayed Carrie Martin Elementary CSAP standing for the last three years. It also provided numerous other statistics about Carrie Martin Elementary, everything from free and reduced lunch numbers to attendance to number of years that staff has been at the school.

Colorado Department of Education. (2008, August). Colorado Model Content Standards.

Retrieved April 12, 2009, from Colorado Department of Education: http://www.cde.state.co.us/cdeassess/documents/OSA/standards/physed.pdf •

This document contains the Content Model Standards for physical education, which was designed by the Colorado Department of Education. Each of the lessons within this unit met these standards in some way.

Finnigan, D. (1996). The Complete Juggler: All the Steps from Beginner to Professional. Altanta: JUGGLEBUG. •

This book was used as the primary source of balancing, spinning, and juggling activities and skill development within these lessons.

Graham, G., Holt/Hale, S. A., & Parker, M. (2006). Children Moving: A Reflective Approach to Teaching Physical Education. New York: McGraw-Hill.

•

This book was used as an example of how the refinements and skill should be setup throughout the unit, so that the students would have the greatest opportunity to succeed.

Great Schools. (2009, March 20). Carrie Martin Elementary. Retrieved October 13, 2009, from greatschools.net: http://www.greatschools.net/cgi-bin/co/other/1182#toc

•

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This website provided some statistics about Carrie Martin Elementary that could not be found on the school accountability report, regarding the ethnic makeup of the student body. It also provided information that was not easily available from the Colorado Department of Education website.

National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for Phyiscal Education. Reston: McGraw Hill.

•

This book provided the National Standards for physical education that were used within this unit. Each of the lessons met some of these standards.

National Center for Educational Statistics. (2009, January 1). Carrie Martin Elementary.

Retrieved October 15, 2009, from National Center for Educational Statistics: http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&InstName=Carrie+Martin&A ddress=4129+Joni+Lane&City=Loveland&State=08&Zip=80537&SchoolType=1&SchoolType=2& SchoolType=3&SchoolType=4&SpecificSchlTypes=all&IncGrade=-1&LoGrade=-1&HiGrade=1&ID=08 •

This was another website that provided information about Carrie Martin Elementary, the focus of this website was on the number of students per grade and the overall student body totals.

Thompson School District. (2009, January 22). Carrie Martin Elementary. Retrieved October 10, 2009, from Thompson School District: http://www.thompson.k12.co.us/schools/cmes_about_us.html •

The Carrie Martin Elementary page on the Thompson School District website provided a history of the school. This included how and why the school was named Carrie Martin and what the focus of the school it.

Weitzel, S. (2009, October 30). Carrie Martin Elementary. (B. Wells, Interviewer) •

This interview was with the principal of Carrie Martin Elementary. Sheryl Weitzel gave some of her time to answer questions about Carrie Martin and how physical education works within the walls of the school.

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Evaluative Essay Psychomotor Domain

Students were assessed in all three learning domains during the circus unit. The overall goal was for students to be able to meet all three-unit goals by the last lesson of the unit.

The unit objective for the psychomotor domain was for students to maintain control of objects while balancing, spinning and juggling, using cues, to perform a short routine at the end of the unit. The students needed to learn the basics for each of these skills before they could perform a routine.

During the first lesson, the students participated in a psychomotor pre assessment. This assessment focused on the studentsâ&#x20AC;&#x2122; abilities to demonstrate all three skills balancing, spinning, and juggling to the best of their ability and with what prior knowledge they have. Each part of the pre assessment was graded on a rating scale for how often the students displayed proper usage of the cues for that skill. The scale started at 1 â&#x20AC;&#x201C; never and went up to 5 â&#x20AC;&#x201C; always.

Figure 13 shows the results of the

Pre Assessment 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0

balancing part of the pre assessment. During the balancing section, the students were given Flat Eyes Aware

the chance to try to balance a three-foot pole on their hand. Throughout this time, the students were observed to see how often they used the three cues flat hand, eyes on top and

Balancing

aware of space. As seen on the graph the Figure 13. Pre assessment - balancing.

students first attempt at balancing was on the

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low end of the rating scale with the average being between “never” to “seldom” for each of the cues. For the flat hand cue most of the students would start with a flat hand and then the instant that it started to fall they would grasp it and not balance the pole. As for the eyes on top cue the students were intend on watching the bottom of the pole so that they could see where they had to move their hand to attempt to keep it balanced. The final cue was being aware of space around you and the students were attempting to watch where they were going because of the amount of focus on trying to keep the pole balanced.

The second aspect the students were

Pre Assessment

assessed on was their ability to spin a disc on their finger. Figure 14 shows the results of the spinning pre assessment. During the spinning section, the students were observed to see how and if they used the three cues of aware of space, eyes on the middle and control the spin.

As the graph displays the students were again at the lower end of the rating scale between

5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0

Aware Eyes Spin

Spinning Figure 14. Pre assessment - spinning.

“never” and “seldom.” While watching the students to perform the next cue of watching the center of the disc, it was observed that the students would start watching the top of the disc and if it started to get away from them, they would look under the disc to see where their finger was. When the students managed to get the disc spinning, they seemed to think that the faster that the disc spun the easier it was going to be. They quickly found that not to be the case they also showed very little control over the disc once it was spinning. The last cue that the

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students were assessed on for spinning was to be aware of the space around them. This had the same results as balancing, where as the students would focus on the disc and forget where they were and would turn and run into another student.

The final psychomotor skill that the students were assessed on was their ability to juggle objects. For this section, the students could

Pre Assessment 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0

choose the type of objects that they were going to juggle. All of the students choose to juggle Eye Toss Catch

beanbag balls instead of scarves or square beanbags. The three cues that the students were assessed on for juggling was toss toss, catch catch, and eye level as displayed in Figure

Juggling Figure 15. Pre assessment - juggling.

15. The biggest challenge that students came up against was being able to toss the ball only to

about eye or forehead level. Most of the students were tossing the balls two to three feet above their heads and were not able to catch them. With this cue being very low the other two cues suffered as well. Most of the students were able to toss a ball from one hand at a time but to be able to toss from one hand then toss from the other was something that they were having trouble with because their focus was on catching the first ball. Their chance of catching a ball was directly affected because of their tosses. Overall the students ability to juggling multiple objects was on the low end of the rating scale.

Once the pre assessment was done the lesson plans were designed to increase the students ability to meet the psychomotor unit goal. The following lessons were split into groups

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that would encourage learning throughout the lessons. The students started with balancing and learning the three cues that are used to successfully balance a pole. There was constant review of skills and cue throughout the two balancing lessons. Following the balancing lessons came the spinning lessons. The first thing that the students noticed about the spinning was that some of the cues were similar to balancing. With this being true there was a great improvement on spinning because of the transfer of cues and skill parts. Again throughout the two spinning lessons there was constent review of the cues as well as combining balancing and spinning skills. The final lessons that the students participated in were the juggling lessons. Since there were no similarities between juggling and the two prior skills the students had to focus on learning a new set of skills. About half way through the first juggling lesson the students realized that juggling was similar to their bean bag toss station during the active warm up. So as the student participated in the active warm up they were working on their juggling without realizing it. Once the cues for juggling and been taught and the students practiced the different skills and ways to juggle they had completed two lessons worth of juggling. The final lesson was their post assessment and their summative assessment on their psychomotor skills.

During the last the lesson the students were given the first half of the lesson to practice their balancing, spinning and juggling skills before they performed them for their group. The post assessment for the psychomotor domain was identical to the pre assessment.

For the balancing section of the

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psychomotor post assessment the results show a high rate of improvement within the class. Figure 16 shows the results of the post assessment. While observing the three cues for balancing it was noted that all of the students were more successful with the skill. Again the first cue was a flat hand or

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Post Assessment

5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0

Flat Eyes Aware

Balancing Figure 16. Post assessment - balancing.

surface, by this point some of the students had begun to balance poles on different parts of their body and the cue changed to a flat surface. Most all of the students would keep their hand flat and if the poles started to move they would adjust their arm so that it would stay balanced where it needed to be. The second cue was eyes on top and this cue was stressed throughout all of the lesssons and the students would focus on the top of the pole so well that they started to steal glances of the area around them and still keep the pole balanced. Which demonstrates that the students were becoming aware of their surroundings. If a pole was beginning to fall the students would look from the corners of their eyes to see where the open space was to move out of the way of the falling pole. Overall the students improved from never performing the cues for balancing to most of the time and always.

The second section of the post assessment was spinning and the cues that were observed were the same. Figure 17 shows the results of the students assessment of the spinning cues. The first cue that was assessed was eyes on middle. When the students would

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spin the disc on their finger they would focus on the middle of the disc regardless of the level they were holding the disc. If it was above their head they would focus on the middle of the bottom and if they were holding it lower they would watch the middle of the top. The second cue was spin control. Throughout the lessons the students learned that it does not take much force to get the disc spinning on their finger and it takes even less to keep it spinning. The students demonstrated that they could control

Post Assessment 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0

the spin on their finger as well as when they are spinning the disc on a stick. The final cue that was assessed was being aware of the space Aware Eyes Spin

around them. The students were able to get the disc spinning and then could look around their space while keeping the disc under control and

Spinning Figure 17. Post assessment - spinning.

continuously spinning. Overall the students improved from never and seldom performing the

cues to most of the time and always performing the cues.

The final section of the psychomotor assessment was the juggling section. Again, the students could juggle two or three objects in any pattern while performing the cues. The results are displayed in Figure 18. The first cue that they were assessed on was eye level tosses. During the final lesson, the students had come a long way with this cue. This was one of the toughest cues for the students to grasp but once they did, they did not forget it as it shows within the graph the students that had the highest improvement out of all of the juggling cues. The second juggling cue that was assessed was the ability to toss toss the beanbags. The students needed

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to be able to toss a beanbag from one hand and then immediately toss the beanbag from the other hand. This was a complicated cue for the students to perform during the lessons, while observing the students there was more students that were completing these cues through timing their tosses and watch the beanbags. The final cue for juggling that was assessed was the studentsâ&#x20AC;&#x2122; ability to catch catch the tosses. Some of the students were able to catch at least one of the two

Post Assessment 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0

Eye Toss Catch

Juggling

beanbags during the juggling lessons. With an

Figure 18. Post assessment - juggling.

extended focus on using both hands and following, the beanbags the students started to show improvement on catching with both hands. One of the ways that students would help themselves in catching would be to stand against the wall so that the tosses would not get away from them. Overall the students show improvement in the juggling cues from never and seldom to most of the time.

Following the post assessment, the students were given the chance to perform a thirtysecond routine for their group. As the performances were conducted, the studentsâ&#x20AC;&#x2122; ability to perform the balancing and spinning cues dropped slightly while their juggling cues dropped drastically. This was because the studentâ&#x20AC;&#x2122;s skill level for these skills was at a pre-control to control level. As long as they can focus on the skills, they can perform them well.

Cognitive Domain

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All of the students were assessed in the cognitive domain as well. The unit goal for the cognitive domain was for the students to be able to demonstrate knowledge of the fundamental skills for balancing (through center placement, eyes at top and aware of space) spinning (through center placement, eyes focus, and spin control) and juggling (eye level, toss toss, catch catch) to design a routine. Just like the psychomotor domain, the students needed to learn the parts of the skills that would allow them to reach this goal.

At the end of the first lesson, the students were given a cognitive pre assessment sheet

Figure 19. Student example of pre assessment.

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that had them match the cues to the three different skills. Figure 19 is a studentâ&#x20AC;&#x2122;s example of the cognitive pre assessment. This example of a student who has a pretty good understanding of what the different cues for the three skills are. for most of the students they were able to match one or two of the cues to the skills. As seen in Figure 24, the average numbers of cues that the class got right was just over three cues. Which translate to the class being able to match one cue per skill before they were taught anything.

All of the following lessons had a cognitive progression to them so that the students would be able to successfully meet the cognitive unit goal. This was completed through a series of formative assessments for each lesson. the following examples are from students that began with the class average number of cues that they got right on the pre assessement.

The first two formative assessments are displayed in Figure 20. These are both of the assessments that were used during the balancing lessons.

During each lesson there was discussion of what the cues were

for balancing. The cues were repeated over and over again throughout the course of the lesson. Once the students got to

Figure 20. Student examples of balancing assessments.

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practice the different cues and use them in an application setting then they were given these assessments to fill out at the end of the lesson. The first assessment required the students to write down the cues for balancing and then to draw where they would place their hand and where they would look on the feather to keep it balanced. The second assessment had the students find the cues for balancing in the group of all of the cues for the skills. The second part they had to draw the places that they were able to balance the pole for at least three seconds.

Both of these assessment requried the students to remember and retain the information that they had learned from one lesson to another.

The next two example are from the spinning lessons and were presented in the same way. They are displayed in Figure 21. In

the first assessment the students were required to write down the spinning cues and draw where their finger Figure 21. Student examples of spinning assessments.

should be to properly spin the disc. On the second assessment the student had to write about the differences between spinning a disc and attempting to spin a ball on their finger. Through these assessments the students gain the knowledge needed to explain how to spin a disc on their finger.

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The final two examples are from the juggling

lessons. Again they are displayed in Figure 22. The first

example is of a word search that the student had to indentify the juggling cues from

Figure 22. Student examples of juggling assessments.

the list then attempt to find the cues in the word seach puzzle. This required the students to use skills for elmiating different cues as well as searching for the cues in the puzzle. The second assessment required them to be able to identify the different types of juggling patterns that they were using throughout the juggling lessons. Having the students be able to see what the patterns look like on the sheet helped them to see what the movement of the objects that they were tossing looked like. Theses formmative assessments were the stepping stones that the students used to reach the cognitive unit goal.

During the last lesson the students performed routines for the other students in their groups, while the student performed the other students needed to be able to identify what order the skills were Figure 23. Student example of summative assessment.

performed on the summative

assessment sheet, Figure 23. This assessment demonstrated that the students could see the

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skills that were performed and track them on a sheet during a performance. After the performances were over the students were required to fill out the same sheet that they did at the end of the first lesson. The results of the cognitive assessment from the pre assessment compared to the post assessment are displayed in Figure 24. The number of cues that the student could correctly match rose to just over eight cues out of nine cues. The shows that with repeative insturction and assessments that students retain the knowledged needed to meet this unit goal.

Cognitive Pre & Post Assessment 9.0 8.0 7.0 6.0 5.0

pre

4.0

post

3.0 2.0 1.0 0.0 # of Cues Figure 24. Cognitive pre and post assessment results.

Affective Domain

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Finally, the students were assessed in the affective domain. The affective unit goal for the students was that they would be able to perform a routine while demonstrating respect, responsibility, and cooperation with in a group or partner setting during the post-assessment and summative assessment. This was a very important unit goal because that this age these students are learning how to work together and they began to challenge each other. Therefore, they can become great enemies or great friends.

Figure 25. Student example of affective pre assessment.

During the lesson, there was a self-assessment section on the cognitive assessment sheet that asked them to rate themselves on how well they met each of the questions. Figure 25 is an example of the section. Each of the students was given the same questions about respect, responsibility and cooperation. At Carrie Martin Elementary the main focus for the affective domain are these three areas. Therefore, when it came time for the students to assess

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how well they did, they all had a good understanding of these three areas. The average rating for this class was about three and three quarters, or between, Figure 27.

During the lessons, the students would have to learn to treat the equipment with respect by placing it back when they were done with it and to clean up their stations before they left the gym.

Affective Pre & Post Assessment 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0

pre post

Respect

Responsibility

Cooperation

Figure 27. Affective pre and post assessment results.

Personal responsibility was another affective objective during some of the lessons. This would require the students to make sure that they were listening, focusing and working on their own without direct teacher instruction. In the juggling lessons, there were times when the students would work together in partners and had to cooperate to accomplish the objective for the day.

On the assessment at the end of the lesson the students would have to rate how well Figure 26. Student example of partner affective assessment.

they worked together with their partner. An example of this

is in Figure 26. During the final lesson, the students were to work in groups that required them to be respectful of the equipment, responsible for themselves, and cooperate with others while practicing and designing a routine. At the end of the lesson, the students had to fill out the

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same sheet with the same questions from the first lesson. As seen in Figure 25 there was almost a full point increase in all three sections of the affective unit goal. Figure 28 is an example of the final affective assessment.

Figure 28. Affective post assessment results.

Overall, the most of the students were able to meet all of the unit goals that were presented to them at the beginning of the circus unit. Some of the students achieved more than other students but they all showed that they could retain skills and knowledge about the skills. They also proved that they could learn how to work together and individually to improve how they interact with each other through respect, responsibility and cooperation.

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Reflective Essay Throughout student teaching and the Physical Education Program at the University of Northern Colorado there has been a focus on meeting fourteen teaching competencies that identify what a teacher should be able to perform, understand and interlace into any physical education program that they become a part of. The following is the list of competencies, with a description and how the competency was met during student teaching and with a direct focus on the circus unit that was taught.

Competency #1: Content Knowledge Physical education teachers understand physical education content knowledge and disciplinary concepts related to the development of a physically educated person. (CO#3 and NASPE #1) This unit was called the Circus Unit, because the students were learning about different types of circus skills. I decided on this unit because of the experience that I have in developing, designing and instructing circus arts programs. From the beginning of the unit, I met this competency in a variety of different ways. The first way was that I developed the circus unit from past summer camp programs that I have taught as well as different books that I have used. Each part of the lesson built on the part before it and helped the part that followed it.

This directly aligns with sub-indicator 1.1. During the different lessons, I would provide the students with a proficient demonstration of the skill or part of skill that they were to work on.

Being able to demonstrate properly not only meets sub-indicator 1.2 but also shows the experience I have with these skills. When it came to making sure that the students understood

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the cues for balancing, spinning and juggling I would have them not only focus on the actual movement concepts but have them work on their cognitive ability to connect the words and descriptions to the actions which aligns with the Colorado Model Standards, the NASPE Standards and sub-indicator 1.6. By using these standards as a guide for presenting the content to the students led to an efficient and effective unit for learning.

Competency 2: Growth and Development. Physical education teachers understand how individuals learn and develop, and can provide opportunities that support their physical, cognitive, social and emotional development. (NASPE # 2) The students that took part in this work sample were in fourth grade and stretched across the whole spectrum of how students learn, interact, behave, and react to different situations. At the beginning of the unit, all of the students were given the same three stations to attempt to see what they could and could not do. This allowed me to setup the rest of the lessons in a manner that would enhance their chance for learning and success with the skills, both psychomotor and cognitively. This directly aligns with sub-indicator 2.1. During each lesson, the students were given a set of directions to follow at the start. As I would move around the gym, each student would get individual instructions that would help him or her to succeed on their own level. This allowed the students to work and develop the skills at their own speed and not at the speed of the class. All of the students had different levels of readiness so the activities were designed to be change to challenge all students, which focuses on the sub-indicator 2.2. Sub-indicator was accomplished more often during the cognitive assessments at the end of the lessons because that is where there was the biggest diversity of

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learning abilities. A couple of the students could not write so they were given the option to draw lines to match the cues or draw a picture that would answer the questions. Other students needed help with spelling so I would have them partner with another student for help.

This not only allowed the students do succeed during the cognitive assessment but it also helped other students understand how different some students learn.

Competency 3: Diversity. Physical education teachers understand how individuals differ in their approaches to learning and create appropriate instruction adapted to diverse learners.

(UNC#1, CO # 6 and NASPE # 3) Carrie Martin Elementary is a community school, which means that there is total integration whenever it is to the benefit of the students. During most of the physical education classes students from the regular classroom are joined by students from the GAIN classroom.

When it comes to the physical education classes, they are designed for all of the students so that there is an equal opportunity for learning psychomotor skills. During the juggling lesson, I had to make sure that every student was working on juggling of some type. In this particular class, there were a couple of students from the GAIN class and so the instruction was modified for their learning style. Mia is one of the students that have Downâ&#x20AC;&#x2122;s Syndrome, so when it came to juggling with scarves I would have all of the students watch my demonstration and the practice the skill, with Mia I would stand in front of her and have her mimic what I would do.

When I would travel around the gym, I would have another student be her mimic so she could work on the skill just like every other student. This is an example of sub-indicator 3.1. During the active warm up at the beginning of each lesson one student name Jayden, who has a full

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torso belt, would do standing crunches instead of lying on the ground because it was not beneficial for him to attempt crunches on the ground. Being able to modify all of the different activities for the students so that they could participate aligns with sub-indicator 3.2.

Competency 4: Management and Motivation. Physical education teachers use the understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (CO #5 & NASPE #4) Each of the lessons began with active warm up stations that the students would go directly to once they entered the gym for class. There were six stations that all focused on a different type of movement concept, skill theme or brain activity. The groups of students would spend thirty seconds at each station and then would rotate to the next station. After the second week, I added music for the rotations so that the students would wait for the music and rotate when the music stopped and started the next station when the music began again. Using the music helped the student stay on track because they could not play around in between stations since they needed to get ready for the music to start. This routine aligns with subindicator 4.1 and 4.3. Once the active warm up was done, the students were to place the equipment for the stations against the wall and meet in the middle circle, which was our meeting place for anything that needed them sitting and focused. As the students were putting the equipment away, I would be putting the next stations out. All of the activities during the circus unit were taught either in full class open space format or in stations format. Both of these formats allowed me to interact with all of the students and allowed me to teach them

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about the different affective objectives of the lesson. Weather it would be how to stay in their own space or how to cooperate with each other while working on skill, which meets subindicator 4.4.

Competency 5: Communication. Physical education teachers use effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical activity. (NASPE # 5) Communication was a very vital skill to have when working with fourth graders. During the lessons, I had to make sure that I was communicating to them and not at them when it came to giving instructions and directions. The first step that I took to good communication with the students was to tell them what I expect from them while I am talking. I also went over the different type of cues that I use during class and what they mean, so if I were to say “FREEZE” they knew to place the equipment on the ground by their feet or if they are in active warm up to put the equipment back and get ready to move to the next station. When I saw “GO”, they are to move to the next station or begin the skill or activity that was just explained.

When it came to giving feedback to the students, I would make sure that I give them direct feedback on the task or skill that they were working on. For fourth graders the idea was to making sure that they understood what I was asking them to change. I would also challenge them to tell me what they could do to make the skill better. This directly aligns with subindicator 5.1. As the lessons progressed, the students had to do a couple of activities where they were in partners and had to communicate with each other to accomplish the task. This was a challenge for some students and a couple of times I would have to step in and

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demonstrate how they should be talking to each other. During these moments, the students would develop an understanding for each other and would be able to focus on the task at hand, meets the sub-indicator 5.4.

Competency 6: Planning and Instruction. Physical education candidates plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals. (NASPE #6) Planning and instruction are the backbone to any unit and lesson that is taught in any classroom. For this unit there were several different unit goals that the students were attempting to accomplish before the end of the unit. For this unit the Developmental Analysis Content and the Block Plans were two pieces of the unit helped in the planning of the lessons.

With these to pieces, the lessons that were designed followed a building block format for the skills, which aligns with sub-indicator 6.1. The first lesson was a pre assessment lesson that allowed me to see how well the students could already perform the required skills and movements. With the pre assessment completed, I could develop the order of tasks that the students would work through during each lesson. The pre assessment also gave me a starting point for the students as well as a goal for them to reach. Each lesson had lesson objectives that were spread across all three learning domains psychomotor, cognitive, and affective. Having these short-term objectives and goals for the students allowed them to reach a new step every time they were in the gym for class. These goals are a prime example of sub-indicator 6.2.

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Competency 7: Assessment. Physical education teachers understand and use formal and informal assessment strategies to foster physical, cognitive, social, and emotional development of students in physical activity. (NASPE #7 and CO#3) Assessing student learning is the only way to prove student learning to someone who does not sit and watch every class and every activity that goes on in the gym. Within this unit, there were several assessments that were both traditional and authentic that focused on all three learning domains and directly aligned with sub-indicator 7.2. During each lesson, there was a cognitive assessment at the end that the students would have to fill out. Each of these formative assessments challenged the students to focus on what they just learned, be that they needed to identify cues for balancing or name different types of juggling patterns. During the final lesson, the students had to perform a short routine for a group of their peers and the students that were watching the performance had to assess the performer. This required them to pay attention to what the performer was doing so that the students could track what order the skills were performed during the routine. This was the only major peer assessment during the whole lesson since the skills and tasks were new to all of the students. Several times on the different cognitive assessments, there were questions that the students had to answer about their behavior or work ethic, which focused more on the affective objective of that lesson. This allowed the students to reflect on how they did that day and rate themselves, which aligns with sub-indicator 7.3.

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Competency #8: Reflection. Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, and fellow professionals). (NASPE #8) Reflection is a very important and valuable way to increase oneâ&#x20AC;&#x2122;s ability and to improve upon their teaching. During this unit, I would take time after each lesson to reflect on how the lesson went. I would start by writing about how the students met the different objectives. Then I would reflect on how well I managed to meet my teacher objectives throughout the lesson.

Finally, I would go over how well the lesson was organized, did it flow smoothly, and what changes would I make for the next time. This was the cycle that I followed with each lesson, which met sub-indicator 8.1. For almost the entire lesson, my cooperating teacher was watching how the lesson was going. At the end of each lesson she would give me advice on how to work with some of the students better and how to deliver the activities or tasks in a different way so that the students would have a better understanding of what was asked of them. Having my cooperating teacher observe the lesson gave me an invaluable resource to use, which aligns with sub-indicator 8.2.

Competency #9: Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity. (NASPE # 9 and CO #7) With all of the technology that is available to the world now being able to integrate it in to a physical education program with enhance it. I used a wide variety of technology throughout the entire circus unit. The first way that technology was used was in the development of the assessments that the students answered. I designed each of the

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assessments from blank pages and developed them to be skill and age appropriate for the students. Being able to design the assessments allowed me to go and make changes to them as needed after they had been reviewed by the cooperating teacher and this directly aligns with sub-indicator 9.2. During the active warm up the students started with me saying, â&#x20AC;&#x153;GO, FREEZE, and ROTATE.â&#x20AC;? Once they learned the stations, I brought in a music system and developed songs that had pause breaks on the thirty-second marks so the students could rotate and I could move around the gym without being attached to the music system. Doing this shows how I met sub-indicator 9.1. While I worked on this work sample, I would send parts to my university contact as well as other professionals to look over and review this work sample. Having others, review my work through email allowed me to receive instant feedback on what they saw on the screen and it allowed me to enhance my professional development and met sub-indicator 9.3.

Competency10: Collaboration. Physical education candidates foster relationships with colleagues, parents/guardians, and community agencies. (NASPE #9) When it comes to developing units for students at a school that I am visiting the first step is to discuss it with the cooperating teacher. Discussing the possibility of doing a circus unit with my cooperating teacher was the best step I took for this lesson. It allowed me to have access to all of the things that the students have done in the past that could add to the experience for them. Developing the unit with the help of my cooperating teacher also helped me decide what would be good for the students to start with and finish with. This collaboration on the unit aligns with sub-indicator 10.4. Another collaboration that was unexpected was one that happened with other teachers in the building. One of the days that I came in and found out

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that the GAIN students were going to go bowling for the first part of the day with their adapted physical education program. I asked the teachers in charge of I could come along and help out, for the experience. They said yes and that I would have some students to keep track of and help. This was not a problem at all. Being at the bowling with these students was one of the greatest times that I had the entire time I was there. Being able to work with the other teachers and move beyond the gym was a great experience for me and I hope to have more of them.

This also aligns with sub-indicator 10.3.

Competence 11: Literacy. The teacher shall be knowledgeable about student literacy development in reading, writing, speaking, viewing and listening. (CO #1) Throughout teaching, every teacher will have ability to influence and improve every studentâ&#x20AC;&#x2122;s ability to listen, read, write, view, decide, and figure out problems. For the circus unit all of the cognitive assessments started with a discussion and questions that are guiding the students towards the answer. During the juggling section, I started with the students talking about what is juggling and what the cues could be. When they first decided that the cues should be throw and catch, I demonstrated was throwing was by throwing the ball across the gym and asked them if that is what juggling was. They all laughed and said no and stated that the balls should be tossed, showing that the students understand the difference between throwing and tossing. They also learned to listen to each other when I asked a question. Those who answered the questions would have to say it loud enough for the other students hear them and then I would have other students repeat back to me what was said prior, this aligned with sub-indicator 11.2. At the end of each lesson, the students would have to fill out the exit

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slips and they would be required to read the directions and write the answers out. Ben was one of the students that would have a tough time with spelling and writing words so I would make sure to help him when he needed it. I accomplished this by not telling him how to spell the words rather I would sound each letter out for him so he could hear the sound of the letter and decide what the letter could be. As a teacher, I am responsible for helping all students learn regardless of what the content or setting is. This example aligns with sub-indicator 11.4.

Competency 12: Mathematics. The teacher shall be knowledgeable about mathematics and mathematics instruction. (CO #2) Mathematics is in every part of physical education only the amount and degree of it changes. Within the circus unit, the most common use of math was being able to have the student count up to different numbers while they were balancing, spinning, or juggling different objects. While I would design the lessons, the biggest math problem that I would have is making sure that there was enough equipment and how to make it so that all students got the same amount of practice time during the lesson with different equipment. When it would come time for the students to count while they would be attempting a skill I would start counting and half way through I would forget the numbers and have the students continue from where I left off. During the juggling section, I would have the students start with one object, then add one, and then add another in different ways until they were to three. Overall, the unit met the sub-indicator 12.1 but there was not focus on teaching mathematics specifically.

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Competency 13: Democracy, Educational Governance, Careers. The teacher recognizes the schoolâ&#x20AC;&#x2122;s role in teaching and perpetuating our democratic system. The teacher knows the relationships among the various governmental entities that create laws, rules, regulations, and policies that determine educational practices. (CO #8) With Carrie Martin Elementary, being a community school there is plenty of ways that the students learn how to be democratic when it comes to being in class and working with other students. During the different lessons, I wanted the students to learn how to respect each other and how to work cooperatively with each other. The first step that I took was making sure that the students understood who was in charge of discipline. During the first lesson, there was a point when one student was telling another student what he or she should be doing during the clean up part of the lesson. I went over to the student and explained to them that if they were going to be telling another student what to do then they become responsible for that student as well. Therefore, if that student gets into trouble they would too. I asked if that sounded like a good idea and they decided that it was better to be responsible for himself or herself and allow the other student to be responsible for them. Another issue that I addressed with the students was how they treated the students from the GAIN classroom that would come and join the class. Most of the students wanted to act like a parent to these students and I had to explain to all of the students that everyone is here to learn. They needed to learn to treat every student the way they would want to be treated, because the student from the GAIN class are not helpless and they are to learn just like everyone else. Both of these examples met sub-indicator 13.2.

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Competency #14: Professional Behavior. The teacher conducts him/herself in a professional manner. (UNC #2) Professional development is an ongoing task that every professional, regardless of field, goes through to keep up with the changes in society and culture. Throughout my time at Carrie Martin Elementary, I was able to demonstrate my professional behavior to everyone at the school. The first way that I demonstrated professional behavior was through my interactions with the students. I feel that every student regardless of race, culture, disability, age or attitude should be treated the same way and is given all the opportunities to succeed. When I learned that Carrie Martin Elementary encourages integration of the student from the GAIN room into their age appropriate class for physical education I was excited to say the least. This was the best setup to have all students interact with each other and learn from each other. When I work with students, I do not see what they cannot do only what they are capable of, some of the students were severally learning disable but that did not stop me from having them do the same activities as the other students. They just required instruction that is a little more direct and work to participate in the activity. This was one example of sub-indicator 14.1. While working with some of the students there were legal rules that needed to followed, because of events that happened before I got there and so I would follow what rules were set and understood why they were put in place. I also learned about how the discipline structure worked at Carrie Martin Elementary, so I would be providing the same level of discipline for any issues that could arise and this aligns with 14.3.

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Appendix A

Table of Figures

Figure 1. The gym and equipment rooms....................................................................................... 8 Figure 2. Ethnic makeup of Carrie Martin Elementary ................................................................... 9 Figure 3. Free and reduced lunch numbers. ................................................................................... 9 Figure 4. Psychomotor pre and post assessment. ........................................................................ 16 Figure 5. Cognitive and affective pre and post assessment. ........................................................ 18 Figure 6. Balancing assessment. ................................................................................................... 20 Figure 7. Second balancing assessment........................................................................................ 21 Figure 8. Spinning assessment. ..................................................................................................... 22 Figure 9. Second spinning assessment and affective assessment. ............................................... 23 Figure 10. Juggling assessment. .................................................................................................... 24 Figure 11. Second juggling and affective assessment. ................................................................. 25 Figure 12. Summative peer assessment. ...................................................................................... 26 Figure 13. Pre assessment - balancing. ......................................................................................... 98 Figure 14. Pre assessment - spinning............................................................................................ 99 Figure 15. Pre assessment - juggling. .......................................................................................... 100 Figure 16. Post assessment - balancing. ..................................................................................... 102 Figure 17. Post assessment - spinning. ....................................................................................... 103 Figure 18. Post assessment - juggling. ........................................................................................ 104 Figure 19. Student example of pre assessment.......................................................................... 105 Figure 20. Student examples of balancing assessments. ........................................................... 106 Figure 21. Student examples of spinning assessments. ............................................................. 107 Figure 22. Student examples of juggling assessments. .............................................................. 108 Figure 23. Student example of summative assessment. ............................................................ 108 Figure 24. Cognitive pre and post assessment results. .............................................................. 109 Figure 25. Student example of affective pre assessment........................................................... 110 Figure 26. Student example of partner affective assessment. ................................................... 111 Figure 27. Affective pre and post assessment results. ............................................................... 111 Figure 28. Affective post assessment results.............................................................................. 112