1.  To investigate to see if the use of an audio device like the school’s PA system would motivate students to participate during hoops and jump rope for heart using NASPE standards 3 and 6.  Standard 3: Participates regularly in physical activity.  Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and /or social interaction.  Standard 3:  This year’s hoops and jump rope for heart was a great success by having more students participate for this activity then in previous years.  Standard 6:  After gathering the data from the previous years donations. The speeches that the students read in their groups seem to help bring in more donations for the American Heart Association. Students were assessed on their scripts, participation, and their overall speeches on the PA system. Data would be collected from the amount of students that participated and the total amount of donations that were raised. The plan is to motivate more students and to raise more money than the school has in previous years by letting the entire school know about hoops and jump rope for heart. Data was collected from three previous years on the total amount of students that participated and the amount of money that was raised.  I am working at Waynesburg Central Elementary School in Waynesburg, Pennsylvania. The school has students from K-5th grade.  I had Mr. Bland’s 5 th grade class work in groups writing scripts about hoops and jump rope for heart.  One group each day would read their scripts on the PA system after the regular morning announcements.  All of the scripts would be read before hoops and jump rope for heart would begin.  The use of the PA system seemed to motivate students well in an elementary school setting.  For older students that have more knowledge about computers could have also written scripts about an activity. Then the older students could record themselves reading their scripts and then upload their scripts to the schools website for student’s parents to listen to and learn about.  Since the number of students that participated in this year’s hoops and jump rope for heart was higher than previous years, the students did meet their instructional goal.  The use of the PA system to motivate students to become more excited about hoops and jump rope for heart seem to work well. Students were able to listen to their classmates and talk to them about the activity.  I think the use of the PA system also helped students to work on their writing skills. Students have learned in their regular classroom how to write papers that had to have an introduction, body, and a conclusion. The students were also able to work on speaking by themselves to a lot of people. Some students didn’t realize that they had over nine hundred students listening to their speeches.  The technology that was used was the school’s PA system.  Each group would write their scripts during PE class and during their intervention time. The students would rehearse their scripts the day before they spoke on the PA system so they knew what order their group was speaking in.  The students would learn how to use the PA system from Ms. Grimes, she is the lady that gives the morning announcements every morning. Script Grading Rubric321 Scripts Intro, body, conclusion Scripts must have included an introduction, body, and conclusion Script was missing one of the three criteria needed for their script. Script was just one paragraph; it was unclear which part was the intro, body, or conclusion. Participation Students helped their groups writing and giving ideas for their scripts, they also participated in saying their scripts over the PA system. Students didn’t help writing the scripts. They only gave ideas and participated in reading the scripts. Students didn’t help writing or giving ideas for the scripts. They only participated in reading the scripts. Speech Students spoke slow and clear enough so the faculty and students understand their speech. Students needed help me from or Ms. Grimes to calm down and to read slower so the faculty and students can understand their speech. Students spoke too fast and unclear for the faculty and students to understand their speech.