1. Physical Education Around the World Danielle Behlmer and Craig Maude

2. INTASC Standard, Description and Rationale Standard #5: Application of Content The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Name of Artifact: Lesson Plan Date: March 17, 2015 Course: EDUC 240 Brief Description: Students will plan a 20-minute PowerPoint Lesson Plan with a partner, each student will teach 10 minutes from this lesson to their peers. Each partner must present one of the two activities in the lesson. The lesson should integrate movement into one of the following subject areas: Math, Science, Spelling, Social Studies or Reading. Rationale: To document our understanding of InTASC Standard 5, Application of Content, we created a lesson plan that incorporated movement, math, and geography for the students to complete. Each activity requires the students to work as a team to solve an addition problem or gain greater awareness of global culture.

3. Lesson Plan: Physical Education Around the World  Grade Level: 2 nd – 4 th  National Health Standard: Standard 2 - Students demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.  Indiana Health/PE Standard: Standard 2.2.5 - Develop selected academic concepts to integrate in fitness workouts and/or games.  Student Objective: Students will be able to calculate, record and perform activities to reach the number 100 and acquire new knowledge of healthy cities and countries.

4. To prepare for this lesson, children will be introduced to the world’s top 10 healthiest cities, according to CNN.com 1 – Copenhagen, Denmark 2 – Okinawa, Japan 3 – Monte Carlo, Monaco 4 – Vancouver, Canada 5 – Melbourne, Australia 6 – New York, USA 7 – Jonkoping, Sweden 8 – Havana, Cuba 9 – Singapore 10 – Napa, USA

5. ACTIVITY #1 - Japan Game 1 Equipment Needed: Group of students, large playing area If needed: cones, stopwatch Preparation: Teacher should discuss appropriate behavior in a large group setting and outline game rules. Teacher should also create and discuss the physical boundaries of the game.

6. Instructions: Begin by having the children form a human chain by standing in a line and placing their hands on the shoulders of the child directly in front. The child at the very front is the dragon’s head and the very last child is the dragon’s tail. The goal is for the dragon’s head (the child in front) to tag the dragon’s tail (the child in back). When the dragon’s head succeeds in catching the dragon’s tail, the head becomes the tail and a new kid becomes the dragon’s head.

7. Assessment: Visual assessment only of children following directions and playing appropriately with others. Accommodations / Success for All: Those in wheel chairs can be the dragon head, pushed by classmate. Those who have other physical disabilities can help create teams, be time keeper, or help set out cones for boundaries, even changing them during game play to create a more challenging game.

8. ACTIVITY #1 Cont - Japan Game 2 Equipment Needed: Group of students, area large enough to sit in a circle Preparation: Teacher should discuss appropriate behavior in a large group setting, model the game actions and outline game rules.

9. Instructions: The players sit on the floor in circle formation. The game is started by one player putting hands close together and saying "Big Lantern." The next player says, "Little Lantern," and puts hands far apart, and so on the game continues. It is very amusing when quickly played. Interest in the game may be increased by having players drop out of the game when they fail to follow the leader or hesitates with a response. The winner being the last player to move his or her hands correctly.

10. Assessment: Visual assessment only of children following directions and playing appropriately with others. Accommodations / Success for All: Those who may struggle with hand coordination can team up with another player or receive assistance as needed.

11. ACTIVITY #2 Equipment Needed: 10 pieces of paper with world locations and exercise on paper. Preparation: Students should know how to do each activity on the paper, and when completed wait until the group in front of them is done before moving forward.

12. Instructions: When the teacher says go the students will perform the activity on their sheet 10 times. -Once they are done they will walk to the next station and perform that activity. -This will be repeated until every station has been visited by each group

13. Assessment: At the end of the assignments the students should have performed 100 repetitions of different exercises and completed a lap around the gym. Students can also discuss on which exercises were maybe to difficult to do 10 times and talk to see if they would rather run to each station and keep their heart rate up or to slowly walk to take breaks in between stations. Accommodations / Success for All: In order to accommodate someone who might be in a wheelchair they can still travel to each station and do a work out that might help them out. Pushing their arms up and down possibly with a weight in their hands. Also any students who might need help with moving from each station or understanding what to do can have a peer in the class work one on one with them in helping them do each activity.

14. Additional Activities can include: Counting to 10 in native language Currency Sports Teams Flag Recognition Government Imports/Exports

15.  References Rodgers, B. (2012, Feb 27). Classroom Teacher Integrated. Retrieved from PECentral.org: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11133#.VQQrco7F-So http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11133#.VQQrco7F-So Dellorto, e. a. (2014, September). The CNN 10 Healthiest Cities. Retrieved from CNN.com: http://www.cnn.com/interactive/2014/09/health/cnn10-healthiest-cities/ http://www.cnn.com/interactive/2014/09/health/cnn10-healthiest-cities/ O'Farrell, S. (2012, September 15). Five Fun Games from Around the World. Retrieved from InCultureParent.com: http://www.incultureparent.com/2012/09/five-fun-games-from-around-the-world/http://www.incultureparent.com/2012/09/five-fun-games-from-around-the-world/ University of Florida, IFAS Extention. (1964). Games Around the World - Asia. In S. E. Hunt, Games and Sports the World Around (p. 13). Ronald Press Company.