Bloom's Taxonomy SWBAT=Students will be able to Bloom's Levels Performance Objectives Activity Examples

Transcription

1 Bloom's Taxonomy SWBAT=Students will be able to Bloom's Levels Performance Objectives Activity Examples Knowledge Comprehension *In physical education, explanations rarely occur without demonstrations. I realize 'contrast' is an action verb for the Analysis category: But how can you have 'compare' without 'contrast'? Application Analysis Synthesis Next to a list of muscle groups, SWBAT define the group's action(s). On a diagram, SWBAT label the different muscle groups. Both will be done with 95% accuracy. During a presentation, SWBAT correctly explain three muscle groups' locations and actions to the class. During a presentation, SWBAT correctly compare and contrast isotonic and isometric contractions. In small groups, SWBAT brainstorm a minimum of 5 five ways in which to exercise each muscle group, using stationary objects, light dumbbells, elastic bands and/or partner resistance. In small groups, SWBAT correctly demonstrate the strengthening of 3 minor muscle groups. SWBAT correctly determine elementary students' muscular strength needs through a physical, pre-semester combine using a scoring rubric. SWBAT develop a basic, age-appropriate strength program that contains three upper body, three lower body, and two torso exercises based on the needs, interests, and desires Using SAFMEDS cards, students will read each muscle group and its action(s) three times. In groups of 4, students summarize muscle groups into the following categories: upper extremity, lower extremity, torso and head/neck. On a human muscle diagram, students match muscle group names with their proper areas. In small groups, students will modify a minimum of 5 strengthening exercises for wheelchair students. Each student will interpret the age-appropriate FITT data for grades K-2 and 3-5. While watching a video showing a student, jumping, kicking and throwing, students will analyze movement, identify possible strength needs, and list appropriate exercises. In groups of three, students will strength test one peer, document strength needs as good, fair, or poor, and design a strength program that includes 2-3 exercises for each needed muscle 1

2 Evaluation of an individual student. From a diagram showing six minor muscle groups, SWBAT correctly design two strength exercises for each. SWBAT critique a peer's strength program using a scoring rubric that includes criteria for being ageappropriate, proper selection of muscle groups to strengthen, proper exercises for said muscle groups using the FITT principle, and proper demonstration of exercises. SWBAT critique/assess a peer's muscular strengthening, instant activity lesson plan using a scoring rubric group. Using a human muscle diagram, groups of three students will: 1. identify ten muscle groups not covered in class; 2. model the possible action(s) of each muscle group, and; 3. devise two strength exercises for each group. In groups of three, students will assess a sample strength program from the text by looking for the following: 1. ageappropriateness for FITT and individual; 2. proper muscle groups emphasized; 3. proper exercises chosen; 4. exercises demonstrated properly; proper progression. 2

3 Tomei's Taxonomy Tomei's Levels Performance Objectives Activities Literacy Using the Yahoo search engine, SWBAT locate three web sites that address principles of strength programs for 5-12 year olds. Access the muscular primer off the instructor's e- reserves site: ; enter Sager, then 438; click on PET349; scroll down to find ff-muscular_strength.pdf Then save it and print a Collaboration Decision-making Infusion Integration SWBAT use to send and receive attached word documents from your fellow students and instructor containing lesson plans one hour prior to their due date and time. SWBAT track their grades with 100% accuracy by designing an electronic spreadsheet that allows them to enter and automatically calculate their grade on a day-to-day basis. SWBAT create an online, multiple choice test bank for their Cass elementary school students that is able to assess basic knowledge, comprehension, and application of muscular strength material. Cass students can access this bank during their class time in the library. SWBAT add to the test bank mentioned above by: 1. making the test bank copy for your notebook. While in the computer lab, compose a one sentence , click on the 'return receipt' icon, and send it to the other two people in your group. Then, send another to the same people, including an attached word document. Search online newspapers and find three articles pertaining to childhood fitness levels and/or obesity levels. Cut and paste the addresses and to the instructor. In groups of three, take digital photos of the two, assigned muscle groups and photograph: the start, middle, and end sequences of each muscle group exercise. These photos, along with explanations, will be added to the other groups' work to create an online, downloadable muscular exercise database for the local elementary school. Students, in groups of three, will draw pictures and write demonstrations on poster 3

4 Tech-ology interactive, and; 2. using digital photographs as part of the test bank procedures. For example, the test bank will include pictures as answers. SWBAT appreciate the role and potential of technology use in Physical Education, despite the difficulties presenting it in a gymnasium. board for use in station teaching at Cass elementary. These posters will also contain small cards with muscle-related questions and a website address. Students can access the website and answer simple, interactive questions as a review from PE class. Students will tour the WVU football and basketball meeting rooms and list and describe all of the traditional and computer technology forms used by the teams. 4

5 PO Table Performance Objective PO Bloom Rank PO Tomei Rank 1. Identify the major muscle groups, describe their actions and their strength and endurance properties, and explain their specific isotonic and isometric contractions with a 95% accuracy as measured via a written test; Knowledge: Identify, describe Comprehension: Explain Literacy: Access muscular strength primer: Muscular Strength Primer and muscular strength power point notes: Muscle Strength power point 4. Identify the components of the F.I.T.T. Principle (Frequency, Intensity, Time, and Type) Knowledge: Identify Literacy: Access: Muscular Strength Primer 5