Cheer Regionals

Cheer Regionals this last year were December 7th.

Not the best day,

In fact,

one of the worst.

Ryan gave me separation papers the night before,

and moved out of our home.

I do not know how Beth did it,

but she somehow cleared her mind

and

put a smile on her face.

And,

as always,

she totally rocked her routine.

Beth has never ceased to amaze me.

She is one strong woman.

I have watched her have the worst year of her life,

yet,

she has chosen to rise above it all.

This girl is not a quitter.

She is a fighter through and through!

Plus,

She is the cutest cheer captain ever!

Congrats to taking first at Regionals Beth!

Constructivism

Constructivism

The 5 E's for Model of Instruction:

Engage

Explore

Explain

Elaborate

Evaluate

I would use this for students to examine the consequences of smoking cigarettes. I would give all of the students these supplies:

• a small empty water bottle
• a cigarette
• 2 cotton balls
• a glob of play dough

I would have each student (engage) take the 2 cotton balls, separate them, and put them in their water bottle. Next they would take their glob of play dough and put it around the bottom of the cigarette. After they finish this step they will put the cigarette and the play dough in the top of the water bottle to seal the opening so no air will be able to come out. Next we will light the cigarettes and they will squeeze the water bottle in and out, in and out (mimicking the lungs). This will be explore. When their cigarette is burnt to the bottom they will see that their cotton balls inside of their water bottle has turned a brown color. The cotton ball represent the lungs. After, I will have the students explain how this is similar to our own lungs and smoking. The teacher will elaborate why smoking is bad for them, then evaluate what we have learned about smoking and the effect it has on our lungs.

Social Cognitivism

Social Cognitivism

Today I am going to teach how to memorize the 5 components of Fitness. Students need to know that being fit is not just going out and running a mile, running a mile is important but there are many other things that make our body fit and healthy.
First it is important to learn the mnemonic Can She Eat Fruit Cake.
Now we are going to learn what each letter stands for.
Cardio
Strength
Endurance
Flexibility
Composition
Now we need to learn the action that goes along with each component.
Cardio- move your arms back and forth like a runner.
Strength- Motion like you are doing a bench press with your arms
Endurance- an example of endurance is sit ups, so put your hands behind your head like you are going to do a situp.
Flexibility- Reach for your toes.
Composition- Find your BMI on a chart. It is important that we are within a healthy BMI range.
By teaching the components this way they are using visual, audio and kinesthetic learning. We will go over it a handful of times so it will help them learn these important components.

Information Processing

Information Processing

I will use information processing to teach the five components of fitness.

Each student will have a piece of paper on their desk folded in half long ways. I will explain to them that on one side of the folded paper I want them to write a paragraph about, "what fitness is." 

Attention:

Next I will have them bring a pen or pencil and follow me down to the gym. I will give them a worksheet entitled 5 components of Fitness. I will have 5 stations in the gym with the different components in each station.The stations will be:

• Cardiovascular Endurance
• Flexibility
• Muscle Strength
• Muscle Endurance
• Body Composition 

Rehearsal:
At each station they will demonstrate what each component is.

• Cardiovascular Endurance will be jumping jacks for 30 seconds.
• Flexibility will be sit and reach to, or past your toes.
• Muscle Strength will be triceps dips on the gym stage.
• Muscle Endurance will be 30 second wall sits.
• Body Composition there will be charts for students to figure out what their BMI is.

At the end of each station the student will fill out their worksheet and answer the question on each component. After all of the students have gone to each station they we will have a class discussion on each station, and why each of these components are important.

Encoding:
We will return to the classroom and I will have the students take the sheet of paper that they all ready wrote on at the beginning of class and have them write in the second column. In this column they will write what they think fitness is now after learning about the 5 components. I will tell them that they will be expected to write the 5 components on this side of the sheet.
At the beginning of the next class that I have with them their journal question will be to write what the 5 components of fitness are that they learned last time we were together. This gives them many opportunities to think and write the 5 components.

Behaviorism

Cassie Farley, Analysa Allison

Behaviorism Blog

I feel that nutrition is so important for students to understand. When we fuel our bodies with healthy meals and snacks we will feel so much better than when we fuel our bodies with junk food. We will have more energy, feel more alert, have improved moods and fewer cravings. By the end of the nutrition unit I want my students to have the knowledge of reading, understanding and comparing food labels.

To reinforce this behavior I will provide the students with the opportunity to evaluate three food labels at the beginning of each class period.

I will stand at the door at the beginning of each class period with a container of hundreds of snack food labels, including the ones I have made for a variety of fruits and vegetables. The students will take three labels as they walk into class.  The students will be expected to be quiet once they sit at their desk with their food labels.  On the first day of the nutrition unit I will start this task and show them exactly what I expect. We will go over food labels as a class. The students will use their journals for a practice round. I will then go around the room and make sure the students have a proper understanding of how to figure out total calories, total fat, and how to tell the serving size. The student will then decide which of the snacks is the healthiest snack choice.

After they have evaluated three labels at the beginning of each class I will mark their journals when they are finished. This will help me as the teacher to see if they “get it”.  The student will receive 5 points each time they do this assignment. The student will understand that this is a fairly decent portion of their grade. When students are done as a class we will see who chose the healthiest snack and the least healthy snack. By doing this every day, hopefully it will keep nutrition at the forefront of the students minds and it will help them to make better food choices throughout the day.

Identity Development

How will you support your students' identity development? Be specific. Use suggestions from the textbook and/or online resources to support your strategies.

As a teacher I will give the students opportunities to listen and learn from adult role models that are in different careers in the health field, including male and female doctors, male and female nurses, nutritionists, government health, dentistry, etc. These role models will talk about the education they received, the average income of their job, explain to the students what their jobs entail, and basically letting students know that “they can do this!”

As a teacher, I will give my students a list of local colleges and which majors they offer. I will also discuss different opportunities available for those majors for example, a community health major at UVU has the opportunity to go to Ghana to do a service project for the summer months or for Art History at UVU, students have the opportunity to study abroad in Italy. As the teacher, I could find what areas the majority of my students are interested in and research the different programs at different colleges and tell my students about those opportunities and requirements.

As a teacher, I will be acceptable of teenage fads, I will not judge or allow other students to be rude or judge another student by their dress or hair. I will allow students to be themselves as long as they are being respectful to others.

As a teacher I will only criticize behavior NOT criticize the student. I will make sure I discuss with the student why the behavior was undesirable and together we can come up with a solution to prevent the negative behavior from happening again. As a teacher, I will make sure I let the students know that the behavior was unlike them and what is going on?

As a teacher, when my class learns about healthy and unhealthy relationships in standard one of the state core, I will make sure that I take that opportunity to discuss resources to working out personal problems. I will encourage students to talk to the school counselors anytime, and provide a list of outside resources students can go to to get help such as, hotlines, websites, or organizations in the community.

Differentiation

Differentiation

Carlos, Cassie, Analysa

For a specific topic in your content area, explain how you would differentiate instruction for readiness. Ideas may include the use of grouping, different levels of scaffolding, intervention/enrichment, and/or the use of technology.

Develop and practice effective communication skills.

First of all we would pretest students to check their mastery level of the target objective by giving them a short quiz on the macronutrients (proteins, fats and carbs). We would form learning groups based on their score of the quiz.

Based on the quiz the teacher will have three separate learning groups.

The first group- Students will write a one page paper with a partner and classify the different macronutrients and their sources.  

The second group- Students will write a one page paper defending a macro-nutrient of their choice. The student will examine if or why they think this macro-nutrient is more important than another.

The third group- Students will predict future conditions of individuals with deficiencies in macronutrients by writing a one page paper and defending their position.