The goal of this unit plan is to integrate physical activity and learning regular subjects into physical education class. I believe that giving the students the opportunity to learn in a different way is important. This allows them to work together and move around while learning core subjects in PE.

Unit Project Planning Workbook

Project title: Integrated Curriculum

Teacher(s): Wes

School: Beech Hill Elementary

Grade level(s): 3rd-5th grade Phys Ed

Subjects: Physical Education

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Summarize the theme for this project. Why do this project?-The theme for my project is going to be integrating core subjects in PE. My idea behind this is to give the students a different way to see certain subjects and integrate it into PE. I think it will give them a different way of seeing the material and hopefully give them a refresher or a jump start to the specific subject.

Identify the content standard that students will learn in this project (two to three per subject).–I plan on doing math, geography, history, and maybe a fitness thing. So for math I would have them work on adding and subtracting money while incorporating into physical activity. They will also be working on building relationships with their classmates because they will be working together.  For geography I am going to have them do a U.S map/exercise game. So for this they will be able to identify facts and states on a map. For history I plan on having them play a game that helps them learn more about Native Americans. I would have a game and have them learn how they lived and what they ate. The goal for them would be to learn how they survive the four seasons.

Identify key skills students will learn in this project.List only those skills you plan to assess (two to four per person).-I plan on assessing them by having them go home and look up some facts or draw a picture of a couple of state flags in the U.S. Then possibly have a worksheet for them to take home and answer some simple questions about Native Americans. I think I would also communicate with the history teacher and come up with a plan of action.

Identify the habits of mind that students will practice in this project (one to two per project).-They will be working together on these activities so they will be able to build relationships, being physically active, and learning core subjects in gym class in a different way. They will be learning and moving around so it will be a different way of learning for them.

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Brainstorm possible driving questions. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. For guidance on writing driving questions review this page or this webinar. Be sure to follow the following guidelines:Record as many options as you can, trying different formats and styles.Do not stop to discuss, judge, or answer questions.Write down every question exactly as it is stated the first time.

State the essential question or problem statement for the project. -Why is it important to be physically active?-When is it important to know how to add and subtract money? -How did the Native American survive the four seasons?-How can learning about currency be important in the real world?

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Define the products for the project. What will you assess?

Early in the Project: The beginning of the project I will be observing if they understand the way around the U.S. During the lesson they will be performing exercises while going to different states. So I will make sure they are getting that down before I introduce the project.

During the Project: I will be assessing if they are working with their partners and if they are using the internet correctly amongst their group. They will be still traveling around the U.S. but instead of doing exercises they will have a poster and will be filling in the states with facts they have looked up. I will provide them with examples of facts that are appropriate. So the main thing I will be assessing is if they are staying on task and if they are working with their partners.

End of the Project: I will be looking over their posters and I will see if they were filling in the correct facts. Also, I will give them a piece of paper and it will be a self-evaluation, peer evaluation, and a question about using the internet to gain information.

State the criteria for exemplary performance for each product:

Product: They will know some facts and where some of the 50 states are located Criteria: They have shown the ability to navigate through the country, during the last lesson when they performed the activity.

Product: Working well with their classmates. Being able to make decisions together as a group. Travels in personal space throughout the activity.  Criteria: The students show they work together with their partners. They know the rules about being a good teammate and making decisions together.

Product: Using the information that they gained through PE and applying it to their history class. The goal is to get them more comfortable with the geography of the U.S. Criteria: Develops the understanding of the location of the states and shows that through the lesson.

Product: To use the internet correctly to gain the information they need to put onto their posters. Criteria: Shows knowledge and understanding of the web and is able to obtain the correct information.

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What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.

Major Product: They  will be able to construct a poster with their classmates and present their poster of facts from the states

Knowledge & Skills Needed	Already have learned	Taught before the project	Taught during the project
Know some facts about the 50 states	Yes	Yes	No
They have a general idea where they are located so they can navigate running around the country.	Yes	Yes	No
Have the skills to work together as a group and finish the project	Yes	Yes	No
Knowledge of constructing a poster of the states	No	No	Yes
Using the internet to find facts about the states they choose to use for their poster	No	Yes	No
The skills it takes to present their project	No	Yes	No

What project tools will you use?Know/need to know listsDaily goal sheetJournalsBriefsTask listsProblem logs

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List the key dates and important milestones for this project. You can include a map or flowchart of the project timeline. -For this project it will last around two class periods. Since I will be a gym teacher I will only see the students once a week. I cannot have it lasting too much longer than two classes. So the first day we learned the states and facts about the states. The project started the following week and they started to research and search for facts about the states. They also were starting to develop their posters. The next week is when they will start to finalize their research and facts about the states and present their poster. SO the important date would be the last day because that is when they will be able to show their classmates what they’ve been constructing.

Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?-Some problems may be everyone is having the same facts from the states.

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List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.-This task is meant to be done at your own pace so they will be all working together to complete the task. For ESL purposes I think I could honestly have the facts in multiple languages. I think that would also be cool because they would also get to visually see words in different languages. But if not I first talk to one of the students and pair them up with someone I trust to help them through the process. I think this task would really have everyone working together so it would be a collaborative effort.

How will you and your students reflect on and evaluate the project? □  Class discussion □  Fishbowl □  Student-facilitated formal debrief □  Teacher-led formal debrief □  Student-facilitated formal debrief □  Individual evaluations □  Group evaluations □  Other:

This is the third lesson of the integrated curriculum. This lesson is going to help them learn adding and subtracting currency while kicking, dribbling, and working together.

Educator/Group Names:  Wes 

Grade level: 3-5

Subject: Integrated lesson

Date of lesson: TBA

Length of lesson: 40 mins

Lesson Topic: The lesson will be a PE lesson but I will incorporate the use of counting money in a  kicking/dribbling unit. 

Overall Goal: (Broad action statement using non action verbs) 

-Students will understand how to count money, kick a ball, dribble a ball, and how to work as a team to complete the tasks.  

Learner Background:  (This addresses why the lesson is being taught.)  Describe the students’ prior knowledge or skill related to the learning objective(s). 

-The students will have to have prior knowledge about kicking a ball and also how to add money. I will hopefully be able to talk with the math teacher so we can work together to help the students better understand adding money. 

Curricular Standards:  Identify the primary state standard(s) this lesson is designed to help students attain.  (If required, include the national and/or local standards as well.)

-Cognitive domain – 2.1, 2.3, 3.1,3.2 Differentiates between movements in both personal space. Travels in general space with different speeds. Will identify active play opportunities outside of PE class. Actively engages in activity

-Affective domain- 4.1, 4.2,4.3,4.5, 5.1,5.2. Follows directions in a group setting. Acknowledges responsibility for behavior. Follows instructions and directions. Recognizes that physical activity is important. Knows that some activity is challenging

-Psychomotor domain-1.1. Performs the locomotor skill of running.

Student Learning Objective(s):  Identify specific and measurable learning objectives for this lesson.  Use action verbs. “Students will be able to….”

-At the end of the lesson students will be able to properly perform a kick and dribble a soccer ball under control. Students will also be able to better understand adding money and they will be able to work together as a team to complete the task. 

Assessment:

Part I:  Describe how you will check for student understanding during the lesson. (Formative)

-Throughout the lesson I will be walking around and observing if they are dribbling and kicking the ball properly. I will also be able to see if they are adding but they will be able to collaboratively check and see if they are getting the correct amount of money. 

 Part II:  How will you ask students to demonstrate mastery of the student learning objective(s)?  Attach a copy of any assessment materials you will use, along with assessment criteria/rubric. (Formative or Summative)

-Before I would do this lesson I would already have taught them the skill of dribbling and kicking. I would assess those skills through skill drills and by an objective assessment. But for this task I would have them at the end of the class fill out a sheet of paper with questions about their effort and knowledge after the tasks.

  Self Evaluation

1. On a scale 1-5 how much do you think you improved with kicking for accuracy?
2. On a scale 1-5 how much do you think you improved your control with the soccer ball
3. Name one cue for kicking the soccer ball?
4. Name one cue for dribbling the soccer ball?
5. On a scale 1-5 how much effort did you give while playing the game?
6. Were you a good sport and a good teammate? Why?

Materials/Resources:  List the materials you will use in each learning activity including any technological resources. 

-4 goals, 8 soccer balls, paper cut outs of money, 4 cones, poly spots, 

The Lesson

Initiation:

Part I – Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning. (This is intended to motivate students.) 

-I would start by saying that we are going to be playing a soccer game and adding money while we are playing it. They will be able to get into teams and work together to add their money in different ways. The team with the most wins at the end of the day will get a prize. 

Part II – (This is intended to bridge to the lesson:  set expectations for learning, articulate to learners what they will be learning in this lesson and why this is important). 

-the expectation of this lesson is to get better at dribbling and kicking for accuracy while learning more about math. It is important to be able to count money because we deal with money all the time and I think having them play a soccer game while they are learning about adding money may help some of the students. 

Lesson Development: Describe how you will develop the lesson:  what you will do to model or guide practice and the learning activities students will be engaged in to gain the key knowledge and skills identified in the student learning objective(s). Include the questions you will ask, identify and explain the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and include the approximate times for each. Indicate how diversity will be included. Include reference to Bloom’s taxonomy to identify higher levels of thinking.

–the lesson is basically dribbling the soccer ball to a dollar, quarter, dime, nickel, or penny (paper cutouts)  and taking the shot on your goal. If you make the shot you get to get the money and bring it back to your piggy bank. The lesser the money the easier the shot. I will change the variations up throughout the game. They may be instructed to get a specific amount of money so they would get time as a team to talk about their strategy and how much they need to reach that amount. I may throw in a bonus shot or something or have them all take a far shot at the end of the lesson. 

Closure: Briefly describe how you will end the lesson, help students understand the purpose of the lesson, and show how it will connect to future learning. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)

-I will end the lesson by telling them there are many ways to practice adding money. If they want they will have access to different websites so they can go online and practice adding money. The next lesson is where they will be constructing a menu. So I will tell them this adding and subtracting money will help them out next week. They will be in the same groups and they will be using their skills of adding money to construct a menu for their restaurant. 

This is the second part of the lesson. They are using their knowledge from the previous lesson to construct a poster with their partners. They will be learning more about the states and improving their cardio.

Educator/Group Names:  Wes

Grade level: 3rd-5th

Subject: Integrated Lesson

Date of lesson: 3/8//2020

Length of lesson: 40 minutes

Lesson Topic: Integrate learning some of the 50 states in physical education class and have them make a poster with facts from the 50 states. They will be using the internet to find interesting facts to put onto their poster.  

Overall Goal: (Broad action statement using non action verbs) 

-Students will be able to work together to create a poster of the 50 states. They will be able to obtain interesting information about the states and put it on their poster board. They will also be working on cardio as they will be running to different states throughout the gym.   

Learner Background:  (This addresses why the lesson is being taught.)  Describe the students’ prior knowledge or skill related to the learning objective(s). They have already learned the states in their classroom class, and also in my class we went through a similar activity. The students should know the general directions of the states, and if they don’t, they will be in partners so they can work together. The importance of this lesson is to get the students moving around while they are searching for facts on the web and for them to be able to work together as a team. 

Curricular Standards:  Identify the primary state standard(s) this lesson is designed to help students attain.  (If required, include the national and/or local standards as well.)

-Cognitive domain – 2.1, 2.3, 3.1,3.2 Differentiates between movements in both personal space. Travels in general space with different speeds. Will identify active play opportunities outside of PE class. Actively engages in activity

-Affective domain- 4.1, 4.2,4.3,4.5, 5.1,5.2. Follows directions in a group setting. Acknowledges responsibility for behavior. Follows instructions and directions. Recognizes that physical activity is important. Knows that some activity is challenging

-Psychomotor domain-1.1. Performs the locomotor skill of running.

Student Learning Objective(s):  Identify specific and measurable learning objectives for this lesson.  Use action verbs.  

-Students will be able to move effectively through the gym. Students will be able to work together with their partners to achieve the designed goal of labeling facts from the 50 states. Students will be able to navigate the internet to find the information they choose to put onto their poster. 

Assessment:

Part I:  Describe how you will check for student understanding during the lesson. 

-Throughout the lesson I will be able to check to see if the students are filling out their poster correctly. I be monitoring to see if they are getting stuck on something. 

 Part II:  How will you ask students to demonstrate mastery of the student learning objective(s)?  Attach a copy of any assessment materials you will use, along with assessment criteria/rubric. (Formative or Summative)

Formative Assessment (Self evaluation, peer evaluation)

  Self Evaluation/Questionnaire

1. On scale 1-5 how much did you believe you contributed to gather information on the web
2. Was the internet helpful with finding interesting facts about the states? Why?
3. What state did you find to be the coolest? Why?
4. List 3 states that snows during the winter?
5. List 2 states that touch the Atlantic ocean. 

Peer Evaluation

1. Who was your partner?
2.  On a scale 1-5 did you and partner work well together?
3. Would you be partners with them again? Why or why not? 
4. What did your partner do best at? Explain

Materials/Resources:  List the materials you will use in each learning activity including any technological resources. 

-12 posters, pencils, chromebooks, paper, music 

The Lesson

Initiation:

Part I – Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning. (This is intended to motivate students.) 

-I would tell them they are going to be going off their previous lesson, and this time they are going to make a poster. They will get to use the internet to search for interesting facts about the states and put it on a poster board. They will get to decorate their board however they like. 

Part II – (This is intended to bridge to the lesson:  set expectations for learning, articulate to learners what they will be learning in this lesson and why this is important). 

-the expectation of this lesson is to learn facts about the states and work together with their partners. They will be constructing a poster board so it will be important to have enough facts to put onto it. They will also be possibly presenting this to the class and there will be questions at the end so they need to be paying attention to the states.  

Lesson Development: Describe how you will develop the lesson:  what you will do to model or guide practice and the learning activities students will be engaged in to gain the key knowledge and skills identified in the student learning objective(s). Include the questions you will ask, identify and explain the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and include the approximate times for each. Indicate how diversity will be included. Include reference to Bloom’s taxonomy to identify higher levels of thinking.

–This activity is designed for the whole class. They will be able to go to any states they choose to go to. I will keep encouraging them to try and get as many states covered as they can. This will help them develop the ability to work collectively to accomplish a goal. They will also have to possibly have a strategy because they do not want to have all the same facts as the rest of the class. It will allow them to be creative when finding the facts. This lesson will hit all of the different domains. They will have to use their cognitive skills to find information regarding the states. They will be using their affective skills to communicate with their partners. Lastly, they will be using their psychomotor skills when they are going from state to state.  

Closure: Briefly describe how you will end the lesson, help students understand the purpose of the lesson, and show how it will connect to future learning. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)

-I will allow them to bring home the assessment so they can complete it as homework. I will make time for them to present their poster or have them present them next class. The students will be told the importance of knowing the states. They will also be told the importance of moving around and being active. I will also talk to them why it is good to be a good partner and ways to become a better partner and teammate.  

This is the first part of the lesson. The students will be introduced to the U.S. states and start to get familiar with them. The next lesson will be the next part and it will be a poster they construct.

Educator/Group Names:  Wes

Grade level: 3rd-5th

Subject: Integrated Lesson

Date of lesson: 2/22/2020

Length of lesson: 40 minutes

Lesson Topic: Integrate learning some of the 50 states while performing exercises. 

Overall Goal: (Broad action statement using non action verbs) 

-Students will understand some of the 50 states that are within our country. Students  will learn some interesting facts about those states, and lastly they will be getting physical activity while they are doing it. 

Learner Background:  (This addresses why the lesson is being taught.)  Describe the students’ prior knowledge or skill related to the learning objective(s). For the prior knowledge I would communicate with their history teacher and hopefully teach this  right after or before they are learning the states. For the physical education part, I will teach them how to properly perform the exercises they will be doing during the activity. 

Curricular Standards:  Identify the primary state standard(s) this lesson is designed to help students attain.  (If required, include the national and/or local standards as well.)

-Cognitive domain – 2.1, 2.3, 3.1,3.2 Differentiates between movements in both personal space. Travels in general space with different speeds. Will identify active play opportunities outside of PE class. Actively engages in activity

-Affective domain- 2.1, 2.3, 3.1,3.2 Differentiates between movements in both personal space. Travels in general space with different speeds. Will identify active play opportunities outside of PE class. Actively engages in activity

-Psychomotor domain-2.1, 2.3, 3.1,3.2 Differentiates between movements in both personal space. Travels in general space with different speeds. Will identify active play opportunities outside of PE class. Actively engages in activity 

Student Learning Objective(s):  Identify specific and measurable learning objectives for this lesson.  Use action verbs.  

-Students will be able to perform the given exercises correctly. Students will be able to locate and have knowledge of facts from some of the 50 states.  Students will be able to work together in their groups to complete the puzzle at the end of the activity. 

Assessment:

Part I:  Describe how you will check for student understanding during the lesson. 

-Throughout the lesson I will be able to check their cards and observe them performing the activity. So, I can see if they are following the course the correct way. Also, I will be able to see how they are performing their exercises so I can give them feedback if needed. 

 Part II:  How will you ask students to demonstrate mastery of the student learning objective(s)?  Attach a copy of any assessment materials you will use, along with assessment criteria/rubric. (Formative or Summative)

Formative Assessment for the exercises

Student A-Good-Feet are spread apart evenly

Student B-Needs to get hips down in the push up-Good with keeping chest up on the squat

Student C-Has improved with underhand toss-Now stepping with opposition

Student D-Has improved with jump roping-Need to work on underhand toss

Materials/Resources:  List the materials you will use in each learning activity including any technological resources. 

-28 cards, multiple different size balls, 21 sheets of paper, 6 jump ropes, projector, 28 cones or poly spots, tape

The Lesson

Initiation:

Part I – Briefly describe how you will introduce the lesson, engage students in the lesson and connect it to previous learning. (This is intended to motivate students.) 

-I would tell them they are going to be solving a puzzle and the first team to solve the puzzle correctly will gain a prize. I will explain to them that knowing the states are important and can be fun. Knowing the states can help you get around if you are traveling. 

Part II – (This is intended to bridge to the lesson:  set expectations for learning, articulate to learners what they will be learning in this lesson and why this is important). 

-the expectation of this lesson would be to complete all the exercises correctly and work with their teams effectively to gain a prize at the end. I would tell them they will be performing various exercises and also navigating through the different states of America. They will be learning different sports teams, flags, and random facts about 28 different states.  

Lesson Development: Describe how you will develop the lesson:  what you will do to model or guide practice and the learning activities students will be engaged in to gain the key knowledge and skills identified in the student learning objective(s). Include the questions you will ask, identify and explain the instructional grouping (whole class, small groups, pairs, individuals) for each lesson segment, and include the approximate times for each. Indicate how diversity will be included. Include reference to Bloom’s taxonomy to identify higher levels of thinking.

–This activity is designed for the whole class. I will guide the students by giving them tasks they are going to perform with their teams. The cards will help guide them through the activity because they will basically tell them what different state to travel to. Once they get to the state they will perform the exercise and look at the card and travel to the next state and so on. The cards will give a description to where to go next but they will have to work as a team to make sure where they are going is correct. The game will help them learn where the states are located because they will be going to them and that is the goal of the activity. By the end of the lesson I want them to be able to work together with their teams, learn where states are located, interesting facts from those states, and get exercises in while they are learning the states. 

Closure: Briefly describe how you will end the lesson, help students understand the purpose of the lesson, and show how it will connect to future learning. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)

-I will end it by collecting the cards and see how many students solved the riddle. I will tell them the purpose of this was to help them learn where the states were, facts about the states, working together, and exercising. I would explain that it is important to know where states are located and they will learn in their history class.

Text is something that gives meaning to a certain object or item… it tells a story of something whether that is with words or not.