A Connected Curriculum Teaching in Themes Facilitating Learning By Making Connections In Your Curriculum

A good curriculum should put your students in the best position possible to learn as much as possible

Avoid personal preference Will only end up fracturing everyone’s efforts and place blame on different levels “I don’t feel comfortable teaching dance to my 8 th graders” “You should be teaching more basketball at the middle school” What are you teaching down there, these kids can barely throw and catch when they get to me.” Kids end up suffering because they don’t all get the same experiences and skills

Hold yourself to a higher standard AAHPERD grade level outcomes Is not just what we think is important to learn Personal preferences Is now what the United States of America says is important for our kids to know Made it easy for us to scaffold what is taught, making all of us beholden to the next level Eliminates a student saying “we did this last year!”

Ever run into any of these… 1. I don’t get it! 2. Why do I have to learn this? 3. I don’t like this anyway, why can’t we just play basketball? 4. I’m never going to be a soccer player anyway!

The Solution Teach in Themes Now we don’t have to “start all over again” every time we use different equipment While the equipment may change, the themes we teach stay constant

But I have so much to get through each year! FootballSoccerCross-Country BasketballLacrosseSpeedball UltimateFloor HockeyVolleyball Personal FitnessPickleballTennis Jump RopeYogaSwimming AerobicsRhythmsSoftball GymnasticsSocial DanceSnowshoes Locomotor MovementsLow Organized GamesWhat else have I missed?

NYS has done this for us Team Passing Net/Wall Striking/Fielding Outdoor Personal Performance Personal Fitness

Team Passing Soccer Football Ultimate Hockey Basketball Lacrosse What did I leave out?

Essential Questions What are the vital things that your students NEED to know when they leave you? Hard to figure out! Don’t be specific

Gr 12How does understanding of mechanics impact skill? How does diversity of skill contribute to team success? Where can one pursue Net/Wall Activities? How does this activity make you fit? Gr 10What skills and concepts are needed for success in Net/Wall Activities? How does mastery of individual skill contribute to individual/team concepts? Net/Wall: How does this activity make you fit? Gr 8How is the “ready position” demonstrated in a team formation during a Net/Wall activity? Within a Net/Wall activity, what strategies can be used to gain an advantage in a competitive setting? How does this activity make you fit? Gr 6How does body position influence individual performance? How do I adjust my body position to accommodate the movement of an object? Is it important for everyone be included in a group activity? How are specific rules important to Net/Wall Games? How does this activity make you fit? Gr 4What activities can you apply the "oppositional throwing motion" to? What are the similarities to the "oppositional throwing motion" when specialized equipment is added? What does control look like when an object is moving, or multiple pieces of equipment are being used? How do these activities keep us fit? Gr 2What does correct side orientation and opposition look like? What does control look like? How do these activities keep us fit?

Look for the common concepts/themes in all of these activities Don’t teach each activity separately Re-visit common threads within each different activity You’ll see that they really aren’t that different after all!

Think in terms of “prerequisites” For any “team passing” activity 1. Throw/Catch 2. Apply to equipment 3. Use equipment on the move 4. Use equipment on move vs. a defender 5. Put into context of specific game/activity

“Control” Give them a “one size fits all” definition The “ball” always stays within 1-2 steps of you. Ask them 2 questions: “Are you showing control?” “How fast can you show control?” With their feet With their hands With a stick

Don’t Stop Now!!

Control + Throw The “1-2 Step” Helped us with anytime they approached a ball, or target This helped us to better transition our kids to middle school learning! A defender was now added to the mix at 5 th grade

This Should Fit into the Scope and Sequence from Elementary to Middle School? K-2 Basic Overhand Throw and Kicking a Stationary Ball 3-4 Apply this to Different Equipment Stick Paddle Bat Combine this with “control” Dribble + shoot to goal Soccer dribble-shoot Basketball dribble- layup Hockey dribble- shoot Lacrosse cradle-shoot 5-6 Control object to create open space vs. a defender 7-8 Create space vs. defender to gain advantage

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Assessment/Rubrics Making them generic doesn‘t make them bad Rather this lets you both track your kids’ progress and inform them of where they stand and what they need to work on Formative assessments The only summative assessments are done at the end of 12 th grade! (writing)

Keep the Headings General 1. Control object while moving 2. Turns body sideways step into shot 4. Hits target with force Each part is checked for separately Can show student what they are good at and what they will be able to improve on

Middle School/High School Skills RubricLevel 4 ~ Student performs the skills with no or few observable errors in technique. Level 3 ~ Student performs the skills with most of the characteristics of good technique and is able to self-correct most errors easily. Level 2 ~ Student performs the skills with some technique and many errors. Student relies on the assistance of others to correct the skill or to participate. Level 1 ~ Student is ineffective at performing the skill correctly and/or requires the assistance from others to participate.

Make Scoring Generic

It doesn’t matter when they “get it,” we just want them all to “get it” by the end of the year Don’t teach a topic for a set time, then leave it for the rest of the year. If they didn’t “get it’ then, when will they have another chance? We want to be “student centered,” not “teacher centered.”

You can focus on certain parts Volleyball set/forearm pass Bowling Routines (flow) Follow through to target 1-2 step (approach) Follow through to pins Tumbling, Aerobics, Jump Rope

Allows You to Stress Common Concepts With Different Equipment Now you have an answer to the age old question: Q: Are we playing basketball today? A: We are learning with basketballs today.

But what about the most central of themes?

Physical Fitness! Why do people join places like the YMCA, or a health club? 1.To get in shape 2.To be social

Make Every Unit a Fitness Unit! Teach to the signs of exercise K-2 Sweat Trophies Rosy Red Cheeks Heavy breathing Tired muscles 3-4 All of the above plus: Hit the Target Ask them, “Who wants to get stronger?” When they all say they do, tell them “It’s a good thing that you are here today!”

Add Picture of heart rate poster

Make Them Want to Achieve “The tired feeling will go away, but the stronger muscles will stay!” “Tired muscles today = stronger muscles tomorrow!” “If you tell me that you are tired, I will always say: CONGRATULATIONS, KEEP UP THE GOOD WORK!” “If you hit the target, you are playing the game the right way!”

Use fitness as the connection to the rest of their school day!

Robert N. Butler “If exercise could be packed in a pill, it would be the single most widely prescribed and beneficial medicine in the nation.”

Duke researchers in 2000 found that exercise worked better that Zoloft at treating depression

How about this?

Did you know… …exercise will actually grow new brain cells (neurogenesis), contrary to what we were told as kids that once a brain cell dies, it does not grow back.

Did you know… …You actually increase the number of connections between brain cells (synapses) which make for more pathways for information to get in and out of your brain (thinking to action).

A Must Read! Documents how aerobic exercise readies the brain for learning

Exercise influences learning at the cellular level 1.Encourages brain cells to bind together 2.Improves alertness, attention and motivation 3.Spurs development of new brain cells

BDNF Exercise elevates its levels Exercise elevates its levels Builds and maintains cell circuitry Builds and maintains cell circuitry Nourishes neurons like fertilizer Nourishes neurons like fertilizer Causes growth in neurons and synapses Causes growth in neurons and synapses It’s Miracle- Gro for the brain!

Exercise increases the levels of:  serotonin  controls mood, impulsiveness and anger  norepinephrine  influences attention, perception and motivation  dopamine  effects learning, satisfaction and attention

Sounds pretty simply, doesn’t it?* Students with high levels of exercise had better relationships with their parents, were less depressed, used drugs less and had higher GPA’s than students with low levels of exercise.

California Department of Education Study 2002 ELA/math scores related to fitness levels ELA/math scores related to fitness levels Rate of change greater for girls than boys Rate of change greater for girls than boys Same results regardless of SES Same results regardless of SES Found “a distinct and linear correlation between students' academic achievement and fitness scores" in grades 5, 7, 9.” Found “a distinct and linear correlation between students' academic achievement and fitness scores" in grades 5, 7, 9.”

Shephard, Trois Riviers (1994) Shephard, Trois Riviers (1994) Hillman (2005) Hillman (2005) Coe (2006) Coe (2006) All found the same thing: All found the same thing: Decreasing classroom seat time did not negatively effect academic performance when it was replaces with increases in physical education activity! Decreasing classroom seat time did not negatively effect academic performance when it was replaces with increases in physical education activity!

Why limit our teaching and influence with our kids to the four walls of our classroom, or the lines on our fields?

So, What Do You Know… You don’t have to increase seat time to increase academic scores. You don’t have to increase seat time to increase academic scores. You can “afford” to increase activity time to increase academic scores. You can “afford” to increase activity time to increase academic scores.

All I needed to know I learned in Physical Education class! When our students move onto college When our students move onto college Put under the typical “stress” experienced by a college freshman Put under the typical “stress” experienced by a college freshman Will they respond by what she learned in physical education? Will they respond by what she learned in physical education? Take exercise study breaks? Take exercise study breaks? Put activity into their day? Put activity into their day? What a great goal to teach to! What a great goal to teach to!

Brain Energizers Plan for it By their nature things will get louder, but that doesn’t have mean “out of control” loud Class routines Available space/furniture Transition back to school mode

Set the expectations! This is not like taking a vitamin

When is a good time? Transitions between subjects End of Indoor Recess Ask them, “Where is all the blood in your body now?” “It’s time to get it back where it belongs, up in your brains!”

General Energizers Minions Minions Minions Mario Brothers Just Dance Mario Brothers Just Dance Mario Brothers Just Dance Mario Brothers Just Dance Just Dance Brain energizers Just Dance Brain energizers Just Dance Brain energizers Just Dance Brain energizers Pintrist Fun! Pintrist Fun! Pintrist Fun! Pintrist Fun!

Curriculum Specific Ideas Energizers for Grades K-2 Energizers for Grades 3-5.pdf Gr. 3 Water Cycle Gr. 1 Money Chant Jump Rope Spelling HS Global Studies: Truman Doctrine/Marshall Plan Math Snowball Fight Pictionary

Just like the question earlier asking them “who wants to get stronger?” Now ask, “Who wants to get smarter?” When they raise their hands, say “Good, you’re in the right place!”

Just like good things happen when there is increased blood flow to our muscles…brain function also increases with increased blood flow

Felicia Used our DDR pads every morning and again at recess. Used our DDR pads every morning and again at recess. Had a big test the next day. Had a big test the next day. Came back to us and told us that we were right. Her test was “easy.” Came back to us and told us that we were right. Her test was “easy.” She ended up scoring higher than she ever had before! She ended up scoring higher than she ever had before!

We create the brain cells. We give the other teachers better “raw material” to work with!

Tom Winiecki cfm?subpage=7759 (315) Mott Road Elementary School, 7173 Mott Road, Fayetteville, NY 13066