Physical Education Lesson Plan Essay Example for Free

Physical Education Lesson Plan Essay 1. Grade level: Second Grade 2. Estimated level of developmental stage: predictable, self-paced (Hastie, 2012). 3. Number of students: Twenty 4. Fundamental skill (to be taught): Dribbling a soccer ball with their feet 5. State standard for Washington State (NASPE, 2008) a. Demonstrates locomoter skills in a variety of activities and lead-up games i. Example: Uses walking/jogging/running skills in soccer ii. Demonstrates manipulative skills with stationary targets 1. Example: Kicks a ball toward a goal iii. Demonstrates mature form in manipulative skills in a variety of activities 2. Example: Traps a ball in soccer Section 2: 1. Student objective: a. As a result of this lesson students will be able to demonstrate dribbling skills while both walking and then jogging. Students will also be able to demonstrate trapping a ball and kicking a ball towards a stationary object. 2. Lesson description b. During this activity students will practice dribbling a ball with their feet; first walking and then jogging. Students will maintain control of the ball using the inside of their foot while dribbling the ball between cones towards the pop-up goal at the end of the field. Once the student reaches the last cone they will then trap the ball with their foot and take aim at the goal. 3. Classroom management system and student grouping c. Students will be divided into five groups with four students in each  group; each student will receive a shape card and will then be grouped according to the shape displayed on the card. Students will be reminded at the start of class regarding the class rules and consequences. Students will be reminded to use kind words, respect others around you, listen carefully, use equipment properly, and if in doubt ask. Consequences and rewards will be handled on a case by case basis meaning praise will be given to individual students and actions will be corrected as necessary. Ultimately the goal is to keep all students involved and engaged while ensuring the safety of everyone. As an educator it is important to be consistent and fair to all students using positive reinforcement and encouraging students to stay on task. 4. Equipment needed d. Twenty soccer balls, twenty-five orange cones for setting up the obstacle course, five pop-up goals at the end of the course, and a large outside grassy field. Section 3: 1. Content: Write a script of what the teacher would say and include the following for each task/skill. a. Task #1: Dribbling while walking first in a straight line, then through the cones i. Introducing the task/skill 1. Our first objective is to practice dribbling our soccer ball while walking. Remember to use the inside and outside of your foot when moving the ball down the field. I want you to first walk down the field dribbling your ball next to the row of cones and then return dribbling the ball while walking through the cones. When the first student begins the return trip through the cones the second student in the group may begin dribbling their ball next to the cones. ii. Safety concerns, rules and protocols to follow during the task 2. Watch out for other students 3. Be careful not to overtake the student in front of you 4. If the ball gets away from you quickly retrieve it iii. Teaching the task/skill 5. Educator will demonstrate the task once at the beginning and then again if students have questions or need extra clarification. iv. Questions to ask during the task as a form of assessment 6. What part of our foot do we use to dribble a ball? 7. Do we want to keep the ball close or far away? b. Task #2: Dribbling while jogging; first in a straight line then through the cones v. Introducing the task/skill 8. Our second objective is to practice dribbling our soccer ball while jogging. Remember to use the inside and outside of your foot when moving the ball down the field. I want you to first jog down the field dribbling your ball next to the row of cones and then return dribbling the ball while jogging through the cones. When the first student begins the return trip through the cones the second student in the group may begin dribbling their ball next to the cones. vi. Safety concerns, rules and protocols to follow during the task 9. Watch out for other students 10. Be careful not to overtake the student in front of you 11. If the ball gets away from you quickly retrieve it vii. Teaching the task/skill 12. Educator will demonstrate the task once at the beginning and then again if students have questions or need extra clarification. viii. Questions to ask during the task as a form of assessment 13. Was it easier or harder to dribble while you were jogging versus when you were walking? 14. Does the change in speed from walking to jogging affect your ability to maintain control of the ball? 2. Culminating activity: c. Class, now we are going to combine our soccer skills together. We are going to have a relay race with each group being a team. The object of the game is for all students in each group to successfully kick their ball into the goal. The first student in each group will dribble their ball through the cones, trap the ball with their foot, and then kick the ball into the goal. Once their ball has successfully made it into the goal they will run back and tag the next teammate in line. The key to success in this game is maintaining control of your ball at all times. 3. Assessment: d. In order to assess the students in my class I would use observational skills to determine if they are meeting the lesson objectives. I would use a scale rating system; based on a scale of one to five, with five being perfect and one being unsatisfactory. I would rate the students based upon whether they could maintain control of a ball while dribbling, trap the ball with their foot, and accurately kick the ball towards a stationary object. Section 4: 1. Home/school connection: a. I would send out an email to all parents suggesting ways students can practice dribbling skills at home. In the email I would include ideas such as parents setting up an obstacle course for kids to dribble through. I would suggest that parents can use household objects such as soup cans for the â€Å"cones† and any round ball would work for dribbling. I would encourage parents to practice with their kids by first demonstrating the skill and then just participating. When parents are involved with their kids in a physical activity the child is more likely to stick with it longer and of course it is an excellent way for parents to bond with their child. 2. Modifications and adaptations b. Inclusion of a child with a physical impairment (e.g. a child confined to a wheelchair, or a child that requires the use of assistive technology). i. One way to include a child confined to a wheelchair would be to have them hold the soccer ball in their lap and maneuver their wheelchair through the cones; upon reaching the end they can throw the ball into the goal. A second way to include them would be to have them use a paddle to â€Å"dribble† the ball through the cones and ultimately hitting the ball into the goal. c. Inclement weather or an altered schedule forces you to change your location. Choose a different location to discuss (e.g. a smaller classroom as opposed to a gym). ii. Due to inclement weather the lesson would need to be moved indoors to the gym. Since the gym floor surface is much smoother than a grassy field I would have the student’s only practice dribbling while walking in order to maintain better control of their ball. d. Several children from a  different grade are temporarily joining this class for this particular lesson. iii. In order to include all students fairly I would disperse the children in groups using the shape cards, but if one group was disproportionately older students or younger students I would need to rearrange a bit. In order for the relay race to be fair each group would need an even mixture of older students versus younger students. References Hastie, P. (2012). Foundations of moving learning. San Diego, CA. Bridgepoint Education, Inc. NASPE (2008). Washington State K-12 state standards. Retrieved from http://www.k12.wa.us/HealthFitness/Standards-GLEs/HealthFitnessStateStandards.PDF.

The Peoples Guide to Knowing your Townies :: Papers

The People's Guide to Knowing your Townies Loud, Aggressive, Hostile. This crowd of people will not be seen without another beside them. They enjoy walking around in a large group, known to them as a 'crew' or a 'gang' or a 'posse' there are many other names not listed, the reason for this is because townies have a short attention span causing them to create their own imaginative names up when the original gets boring. All types of townie are obnoxious creatures; if you are ever unlucky enough to witness a group of them maintain a running distance. Since most townies are cowards do not fear when walking past one when they are on their own since they only act cocky when they outnumber you. There are many different classes of townies to be aware of, these areà ¢Ã¢â€š ¬Ã‚ ¦ Townie tramps This race of townie prefers to wear old out of date clothes, colours faded away or aluminous. The most well known clothing of a townie tramp consists of; a pair of Addidas joggers, faded aluminous green which they see as the best colour, a faded grey Nike t-shirt with a large Nike tick which fills most of the front of the t-shirt. A matching tracksuit jacket would do nicely, again faded aluminous green. The footwear is usually some old football boots Astroturf soles of course. That is your average clothing of a townie tramp. These people don't usually hang around in large gangs, although they do hang around in gangs but most often in their own street. Playing football in the middle of the road is their favourite pass time. These people usually are aggressive obnoxious and tough. They do not fear when an opposing gang outnumbers them since they don't usually lose. This type of townie is not a fight starter although if in a big enough gang would most likely attempt a riot. My advice would be to not be afraid but perhaps cross the street if on your own, not taking any chances. Designer townies The most well known and most well hated townie is by far the designer The People's Guide to Knowing your Townies :: Papers The People's Guide to Knowing your Townies Loud, Aggressive, Hostile. This crowd of people will not be seen without another beside them. They enjoy walking around in a large group, known to them as a 'crew' or a 'gang' or a 'posse' there are many other names not listed, the reason for this is because townies have a short attention span causing them to create their own imaginative names up when the original gets boring. All types of townie are obnoxious creatures; if you are ever unlucky enough to witness a group of them maintain a running distance. Since most townies are cowards do not fear when walking past one when they are on their own since they only act cocky when they outnumber you. There are many different classes of townies to be aware of, these areà ¢Ã¢â€š ¬Ã‚ ¦ Townie tramps This race of townie prefers to wear old out of date clothes, colours faded away or aluminous. The most well known clothing of a townie tramp consists of; a pair of Addidas joggers, faded aluminous green which they see as the best colour, a faded grey Nike t-shirt with a large Nike tick which fills most of the front of the t-shirt. A matching tracksuit jacket would do nicely, again faded aluminous green. The footwear is usually some old football boots Astroturf soles of course. That is your average clothing of a townie tramp. These people don't usually hang around in large gangs, although they do hang around in gangs but most often in their own street. Playing football in the middle of the road is their favourite pass time. These people usually are aggressive obnoxious and tough. They do not fear when an opposing gang outnumbers them since they don't usually lose. This type of townie is not a fight starter although if in a big enough gang would most likely attempt a riot. My advice would be to not be afraid but perhaps cross the street if on your own, not taking any chances. Designer townies The most well known and most well hated townie is by far the designer

Compare and Contrast the Colonization of Jamestown, Plymouth

HIST 1301: U. S. History to 1865 Fall 2012 Essay Assignment #1 Question: Compare and contrast the colonization of Jamestown, Plymouth, and Massachusetts Bay. Be sure to discuss the settlers involved, the purpose of the colonies, the success or failure of the colony, important developments associated with colonization, and the role of religion in the colony. HIST-1301-009 – U. S. HISTORY TO 1865 Essay Assignment #1 Jamestown, Plymouth, and Massachusetts Bay are all belong to English Colonization. There have some similarities and differences among these three places.Jamestown has no settler, but only 100 male adventures which was leaded by Captain John Smith looking for quick profit. Then, Thomas Gates sails 500 colonists and Lord Delaware arrives with 150 colonists in Jamestown. However, different with Jamestown, although Plymouth and Massachusetts Bay were settled by different people; Plymouth was steeled by Separatists from the Church of England and Massachusetts Bay was stee led by Non-Separating Congregationalists, but those settlers are all Puritans. The settlers of Plymouth are 101 men, women and children.In Massachusetts Bay, over 1000 Puritans sail for America in 1631 after 1630. Jamestown is for those adventures looking for a quick profit. But in Plymouth and Massachusetts Bay, both of them settled up not for quick. Plymouth was settled to avoid persecution. Massachusetts Bay was settled to reform the Church of England, to some extent, the colonists build a new society in there. Unfortunately, not like the success in Plymouth and Massachusetts Bay, the colonization of Jamestown is failure. From 1607 to 1624, people in Jamestown died from 14,000 to 1,132.In Plymouth, after they settled the colony up, it still had many people died at the first winner. The colonists helped the Wampanoags, and colony became self-sufficient in the following year. Then, civil government also grew out of church government. As Plymouth’s success, Massachusetts Bay also success in colonization. The colonists formed the New England Company, and Charles I grant a charter to the company. Finally John Winthrop moved the company to America to ensure the Puritan control. Even though Jamestown is failure, there still have many developments in colony. Related article: Jamestown and Plymouth Compare and ContrastTobacco became goods in exportation, colony accepted the Head-Right Policy to gain more settlers, and colonists granted the right of Englishmen. In Plymouth, colonists signed for the Mayflower Compact and became civil government because they landed off course and outside governmental jurisdiction. Massachusetts Bay had General Court. It was form by Winthrop and a few people, after more and more people got in, it finally became a legislative body in 1634, and became bicameral in following year. From Jamestown, there is no any religion get involved.Just some adventures want to get money in the short time, so they established the colony. However, different from Jamestown, religion plays a crucial role in Plymouth and Massachusetts Bay. First of all, the settlers of Plymouth are Separatists from the Church of England, and the settlers of Massachusetts Bay are Non-Separating Congregationalists. Both of those settlers are Puritans . Furthermore, Plymouth’s settlers established colony for avoid persecution, and Massachusetts Bay’s settlers established colony for reform the Church of England. Religion relates to these two colonies at the beginning.

What You Need to Know about Biotechnology Colleges

We are all used to the idea that we live in the information age, that the advance in digital technologies is what makes this epoch what it is, what differentiates it from all other periods of human history. Yet it is not completely true. Although digital technologies play crucial role in modern world, they are but a part of multi-faceted scientific revolution amidst which we live. And another, probably equally important yet much less visible part of it is biotechnology. It is more than likely that in not so distant future breakthroughs in this field will change the world and the quality of human existence beyond recognition. Scientists already make tentative attempts at artificially growing individual organs and tissues, move closer and closer to determining the true meaning of DNA and understanding the mechanism of life itself. Biotechnology is at the core of these and most of the future changes in this field – and by entering a biotechnology college you may become one of the people who are going to shape the new age of human history. Host of Possibilities However, by entering a biotechnology course you do not limit your future vocation to research activities; other occupation possibilities include patent lawyer, pharmaceutical salesperson, environmental biotechnologist, research and development assistant, physician, veterinarian, biological technician, health inspector and others. You will be fully eligible for any of these career paths, and your knowledge of biotechnology, i.e., fuller and deeper understanding of how living organisms function, will probably give you an edge over those who didn’t take that course. In fact, the vast number of choices in this field may and probably will overwhelm those willing to pursue careers in this field. But all in all there are six general types of education programs: certificate, associate, bachelor’s, master’s, PhD, and dual degree programs. Certificate programs are mostly aimed at those who are willing to broaden their expertise in biotechnology without specializing in it, usually aiming at finding a job immediately after. However, this credential is only enough for a job of a lab technician or research assistant. They tend to last 2-4 full semesters. Associate programs are similar, but more in-depth and last for 2 years. They are a good choice for preparing oneself for a bachelor’s degree or getting an entry-level laboratory assistant job. Bachelor’s programs became rather rare in recent years due to increasing specialization of this field – usually one is expected to get a bachelor’s degree in a related field, such as biology or biochemistry, and then pursue a master’s degree in biotechnology. Further programs are aimed at deepening one’s knowledge, and by the time you reach them you are unlikely to need any advice as to which career to pursue. Between Specializations Biotechnology programs are interdisciplinary and include coursework in chemistry, physics, biology and engineering consisting of laboratory sessions, lectures and field work. Don’t forget that you should be prepared to entering such a course – absolute majority of them require strong background in mathematics and sciences, and for an advanced degree you will almost certainly be required to have some lab experience. For your Master’s degree you will get an opportunity to choose a specialization – in this respect biotechnology courses are different from the majority of post-baccalaureate programs – which means that by this time you should have a pretty distinct idea of what career you are going to pursue. You may get some idea of the multi-faceted nature of this discipline from this list of possible classes it may include: principles of bioprocessing, computer science, microbiology, organic chemistry, microbial genetics, biochemistry principles, molecular biology, mathematics, statistics. As a result, you get a truly multidimensional education which opens a way to a number of fascinating specializations like bioinformatics, cellular microbiology and others. Vocation of the Future Just like the end of 20th century and the beginning of 21st century will be remembered as the age of informatics, the 21st century proper is likely to make it into history as the age of biotechnology. It plays an ever-growing role in a wide array of activities: crop enhancement, diagnostics and treatment of diseases, development of waste-free technologies and so on. Biotechnology is everywhere: from food products to forensic science and astronautics. And by choosing it as your specialization you will be able to take part in shaping the future.