HealthPE09

- discussion - q & a || - discussion - q & a || - syllabus ||  ||   || - By the end of the period, __students__ will be able to correctly identify which health area is represented when examples are given by the __teacher__. || HS #1 || - power point - note taking - discussion - hw || - discussion || - powerpoint ||  ||   || - By the end of the class period, students will be able to compile a list of their strengths and weakness in order to create short term goals for the semester. || HS #4,5 || - set: healthy habits ws - discussion - strengths & weakness ws - create collages || - collect ws - collage presentation || - magazines - colored paper - glue - scissors - strengths & weakness ws - healthy habits ws - question prompts for collage ||  ||   || - By the end of the class period, students will be able to distinguish between short term and long term goals. || HS #5, 6 || - set: collage presentations - activity: goal setting ws - activity: visual board of goals || - collage presentation - goal setting ws - visual board || - glue sticks - poster board - cut outs - __goal setting__ ws ||  ||   || - By the end of the class period, students will be able to properly __apply__ the six __steps__ of the decision making model || HS #5,6 || - set: what would you do? - powerpoint/ note taking - decision making scenarios - Moon landing activity - homework: tv decision making scenario || - decision making scenarios - moon landing activity discussion || - powerpoint - decision making scenarios - moon landing packet ||  ||   || - SWBAT accurately communicate aloud using a specific communication style when prompted by the __teacher__. || HS #1,4 || - Set: How to make a PBJ - Powerpoint/notes on communication - discussion - Verbal communication styles practice - worksheet on communication styles - partner communication activity || - worksheet on communication styles - verbal communication styles practice || - powerpoint - statement cards for verbal practice - worksheets - materials for pbj activity - By the end of the period, SWBAT understand how conflicts escalate, and what students can do to preventthat from happening. -By the end of the period, students will be able to Implement conflict resolution techniques at site. || HS #5,7 || - Set: ball toss: what makes you angry? || - conflict role play - conflict role play rubric || - conflict resolution scenarios - role play rubric ||  ||   || - SWBAT accurately compare and contrast cyber bullying and group bullying when prompted by the teacher. || HS || - Set: Why did you come to Beacon? - Discussion on bullying - Start documentary, CBS 48 Hours "Bullying: Words Can Kill" || - discussion - || - laptop & speakers - math drills ||  ||   || - Unit 1 health test - Finish watching "Bullying Words Can Kill" ||  || - laptop & speakers - Unit test ||  ||   || - By the end of the class period, students will be able to correctly identify warning signs of dating violence when prompted by the teacher. || HS # 2,3 || - Set: Agree/Disagree with dating facts - Cycle of Violence handout - discussion - collect hw and go over - analyze "Love the Way you Lie" for signs of abuse and cycle of violence || - visual assess on set - discussion - presentation of lyric analysis || - agree/disagree signs - laptop and speakers - music video with lyrics for "Love the way you lie" ||  ||   || - By the end of the class period, students will be able to identify at least three examples of sexual harassment when prompted by the teacher - By the end of the class period, students will be able to consider appropriate responses to sexual harassment. || HS #2,4 || - Set: Agree/ Disagree with sexual harassment facts - Short video clip - Discussion and definitions - Read packet & answer questions || - visual assess with set - discussion - collect answers to reading packet || - agree/disagree signs - fast facts - video "Sexual Harassment" - packet, "Sexual Harassment in Schools" ||  ||   || - Identify and discuss the purpose of dating - List personal qualities that will contribute to positive dating Objective: After the lesson, students will identify what they want in a date by creating a want ad, and receiving full credit for participation. || HS #4,6 || - Set: Do's & Don'ts of Dating - Discussion - Powerpoint/ note taking - Create a "want ad" || - visual assessment - collect want ad || - colored paper - crayons/markers - powerpoint & laptop - ||  ||   || - Distinguish the difference between sex and sexuality - Explore the different components of their sexuality - Identify different sources of sexual learning || HS #1,2 || - Set: Brainstorm difference between sex and sexuality - Discussion on the two and what influences us - Index card questions - Think, Pair, Share - "Heterosexual" questions, tolerance - Hand out drug powerpoint assignment || -discussion - collect index cards || - dry erase board - markers - index cards - "heterosexual questions" - drug powerpoint project ||  ||   || - Identify the basic components of the female **reproductive** system with 90% accuracy - describe the basic functions of the various components of the female reproductive system with 80% accuracy when called on by the teacher || HS #1 || Set: Boy/Girl/ Both? Activity: Anatomy ws and definitions || - ws - discussion - visual assessment on set || - female anatomy ws - laminated cards ||  ||   || - Identify the basic components of the male **reproductive** system with 90% accuracy - describe the basic functions of the various components of the male reproductive system with 80% accuracy when called upon by the teacher. || HS #1 || Anatomy ws definitions || - ws -discussion || - male anatomy ws ||  ||   || - deescribe the growth characteristics in each trimester when prompted by the teacher - explain the impact of Roe v. Wade decision has on a our nation today when prompted by the teacher || HS #1,2 || Activity: -Fetal Development ws - Roe v Wade ws || - visual brainstorm on the board - discussion - || - fetal development ws - roe vs wade ws ||  ||   || - Compare and contrast possible outcomes to teen pregnancy with 80% accuracy - accurately add up the total cost of raising a baby in its first year with 90% accuracy - identify at least three questions a person should ask themselves before becoming sexually active. || HS #5 || - Set: What questions should a person consider before engaging in sexual intercourse? - Teen pregnancy pros and cons ws - Baby budget group work, class totals || - collect teen pregnancy options ws - baby budget class totals on board, drscussion || - baby budget with categories and prices - calculators - teen pregnancy options ws - board/markers ||  ||   || -We used this class period to conduct research and start on the project || HS #1,2,8 || - Set: Review for test tomorrow - Activity: Research and create powerpoint ||  ||   ||   ||   || -We used this class period to conduct research and start on the project || HS #1,2,8 || - Set: Questions? - Activity: Unit Test - Activity: Research and create powerpoint || - test - project checklist ||  ||   ||   || - presentation expectations - presentations || - drug chart - powerpoint rubric ||  ||   ||   || - presentations || - drug chart - powerpoint rubric ||  ||   ||   || - Students will be able to efficently research at least two facts concerning safety belts that are related to science and/or health. - Students will be able to efficently research at least two facts concerning inury prevention and speed by the end of the class period || HS #3 || Activity: Students use laptops to gather information to be used in a future paper || - article assignment - data sheet ||  ||   ||   || - Students will be able to answer quiz questions with 80% accuracy by using thier drug chart while testing. || HS #3,8 || - finish powerpoints - have students use chart to complete unit quiz || - unit quiz - drug chart ||  ||   || - don't take off for spelling || - Students will be able to accurately explain the definition of road rage when prompted by the teacher - Students will be able to effectively identify and explain ways to lower your health risk while in a motor vehicle. || HS #1,5 || - warm up: analyze graph - Powerpoint/notes - indepent work - assign hw || - group work - individual work - class discussion - Q & A || - powerpoint ||  || - abbreviated notes - written and oral assignments alternating ||  || - Students will use their completed graphic organizers to start writing their MLA paper. || HS #3,5 || -collect hw - check graphic organizers for paper - computer lab for research on paper || - circulate to check progress on paper || - graphic organizer - mla rubric - paper expectations ||  ||   || - Students will effectively compare and contrast the dangers of driving or riding with and without a seat belt. - Students will effectively practice responding to difficult circumstances related to seat belt use by using the DECIDE model to guide their decisions. || HS #4,5 || - warm up: 3 sec list - powerpoint/notes - discussion - decide model for seatbelt safety - hand out womens history project - traffic sign bingo! || - discussion - decide model - bingo! - q & a || -powerpoint - pamphlet on womens history - traffic sign bingo cards and call sheet ||  || - seating arrangements due to vision issues - larger bingo card for vision issue || to the Arts ||  ||   ||   ||   ||   ||   ||   || - Students will be able to compare and contrast the old and new version of the food pyramid/plate. || HS #1 || - set: what food do you eat? - powerpoint/notes - discussion - creative/analytical assessment || - creative/analytical assessment piece || - powerpoint ||  || - seating for vision issues || food label || -Students will be able to accurately locate various nutrients on a food label when prompted by the teacher. - Students will be able to accurately evaluate the information contained on a food label. || HS #5,7 || - warm up: Why do people read a food label? - powerpoint/notes - discussion - station activity || - station worksheet || - food products - card for each station identifying nutrients to look for - answer sheet ||  ||   || - Students will be able to accurately select healthier options at fast food restaurants when presented with nutritional information || HS #5,7 || - warm up: what do you eat? - Individual Activity: Use nutritional information to analyze your typical fastfood intake - Station Activity: How to make healthier choices at fastfood restaurants -assign hw || - station worksheet || - nutritional information for various fast food restaurants - station sheets with questions for each restaurant ||  ||   || - Students will be able to properly explain in detail 3 ways to help a friend whom you suspect has an eating disorder. || HS #8 || - review hw - eating disoder myths (agree/disagree) - discussion on main types of disorders - mini research projects - mini presentations || - collect hw - mini presentations || - eating disorder packet - myths - computer cart ||  ||   || - alternate assignment for those not prepared || - visual assessment || - posterboard - colored paper - computer cart - scrissors -glue ||  || - alternate assignment packet will be available for those not prepared ||   || - have students take notes while I orally go over the test ||  ||   ||   ||   || - SWBAT identify at least three ways to move off the ball while on offense || NASPE #2,3 || - stretching - warm up: monkey in the middle - activity: one direction keep away - cool down || Q & A Demonstration verbal feedback || - pinnies - gator skin balls ||  ||   || - activity: one direction keep away - cool down || Q & ADemonstration verbal feedback || - pinnies - gator skin ball ||  ||   || -After in class training, SWBAT properly and safely utilize the life fitness equipment || NASPE #1,5 || - how to fill out an exercise chart - weight training and safety || - chart - technque when lifting || - cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - warm up: - activity: capture the flag || -visual and oral feedback- dicussion || -cones - 2 hula hoops - 4 gator balls - jerseys ||  ||   ||   ||   ||   || - SWBAT identify at least two strategies that can be used on defense during a keepaway game || NASPE #1,5 || - stretching- warm up: helper tag game - main activity: snatch - cool down || - visual observations- q &a || - pinnies- 2 gator skin balls - 4 cones ||  ||   || - warm up: 5v1 - main activity: two target keep away || -visual observations- corrective feedback - Q & A || - pinnies- 2 gator skin balls - 4 cones ||  ||   || - weight room - cardio || -chart - technique when lifting - visual/oral feedback || - cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - quiz offense/defense - stretching - weight room/cardio || -chart- technique when lifting - visual/oral feedback || - cybex/ life fitness exercise chart - clip boards/pencils ||  ||   ||   ||   ||   || - warm up: partner passing - main activity: pillo pollo || - visual observations - corrective feedback - Q & A || - pillo pollo sticks - gator skin ball - 4 cones - pinnies ||  ||   ||   ||   ||   || - SWBAT properly grip the pillo polo stick using a forehand grip a majority of the time || NASPE #1,3 || - stretching - warm up: pillo pirates - main activity: pillo polo game || -visual observations - corrective feedback - Q & A || - pillo polo sticks - gator skin balls - 4 cones - pinnies ||  ||   || - main activity: pillo polo || - visual observations- corrective feedback - Q & A || - pillo polo sticks - gator skin balls - 4 cones - pinnies ||  ||   ||   ||   ||   || - SWBAT effectively work on their muscular strength by utlizing the machines in the weight room a majoirty of the class || NASPE #1,5 || - stretching - weight room/ cardio || - chart - technique when lifting || -cybex/ life fitness exercise chart - clip boards/pencils ||  ||   || - SWBAT effectively work towards achieving cardiovascular fitness by performing aerobic exercises for at least ten minutes each class. || NASPE #4,6 || - stretching - weight room/ cardio || - chart - technique when lifting || - cybex/ life fitness exercise chart - clip boards/ pencils ||  ||   || - SWBAT accurately kick the ball for distance using the laces of their shoes during the class period || NASPE #1,2 || - stretching - warm up: partner passing - activity: soccer game || - visual and oral feeback - discussion || -4 cones - 6 yellow jerseys - enough soccer balls for entire class ||  ||   || - warm up: trapping - activity: soccer game || -visual and oral feedback- discussion || -4 cones - 6 yellow jerseys - enough soccer balls for entire class ||  ||   ||   ||   ||   || - SWBAT appropriately display good sportsmanship by not complaining when the other team scores. || NASPE #3,6 || - stretching - warm up: bull in the ring - activity: soccer game || - visual and oral feeback - discussion || -4 cones - 6 yellow jerseys - enough soccer balls for entire class ||  ||   || -weightroom/ cardio || - chart- technique when lifting || - cybex/life fitness chart - pencils/clipboards ||  ||   ||   ||   ||   || - technique when lifting || - cybex/life fitness chart - pencils/clipboards ||  ||   ||   ||   ||   ||   ||   ||   || - SWBAT give leadership to and accept leadership from others || NASPE #5,6 || - stretching - warm up: group juggling - activity: Great Divide || - verbal feedback - guided learning || - 3 folding matts - juggling impletments:bowling pins, balls, jerseys, etc - pillo polo sticks - milk crates - cones - polyspots ||  ||   || - SWBAT understand the roles of cooperation, compromise, and consensus in decision making || NASPE #5,6 || - stretching - warm up: 2x4 - activities: all aboard || - verbal feedback - self correction - guided learning || - jerseys - folding matt ||  ||   ||   || - || NASPE #5,6 || - warm up:Twisted sister - activities: Human Knot Minefield || - verbal feeback - self correction - guided learning || - straps for human knot - items to scatter on minefield: cones, jersies, balls, etc ||  ||   || -weight room/ cardio || -chart- technique when lifting || - cybex/ life fitness - exercise chart - clip boards/pencils ||  ||   || - stretching -weight room/ cardio || - chart - technique when lifting || - cybex/ life fitness - exercise chart - clip boards/pencils ||  ||   || - discussion & demonstration of volleyball skills - warm up: Keep it up - activity: Volleyball game || - discussion - Q & A - verbal feedback || - net - 8 volleyballs - posters for visuals ||  ||   ||   || - discussion & demonstration of volleyball skills - warm up: Partner serve - activity: Volleyball game || - discussion - Q & A - verbal feedback || - net - 8 volleyballs - posters for visuals ||  ||   || - warm up: Pepper - activity: Volleyball game || - Q & A - verbal feedback || - net - 8 volleyballs -posters for visuals ||  ||   || - SWBAT correctly identify two reasons why cardiovascular fitness is important to our everyday lives when prompted by the teacher || NASPE #2,4 || - stretch - discussion on aspects of fitness - weight room/cardio || - q&a - discussion - technique when lifting || - cybex/ life fitness - exercise chart - clip boards/pencils ||  ||   || - SWBAT || NASPE #2,4 || -collect hw- stretching -weight room/ cardio || - chart - technique when lifting || - cybex/ life fitness - exercise chart - clip boards/pencils ||  ||   || - demonstrations - warm up:stationary dribble/ ball control - activity: shoot around - activity: Half court: game Half court: Knockout || - vsual feedback - q & a || - basketballs - pinnies - hoops (2 nets) ||  ||   ||   ||   ||   || - discussion/ demonstration on "BEEF" Balance, Eyes, Elbow, Follow Through - warm up: shoot around - activity: Half court: game Half court: Knockout || - vsual feedback - q & a || basketballs -pinnies -hoops (2 nets) ||  ||   ||   ||   ||   || - stretching - weight room/cardio || -chart - technique when lifting || -cybex/ life fitness exercise chart - clip boards/pencils ||  ||   ||   ||   ||   ||   ||   ||   || - stretching - weight room/cardio || -chart - technique when lifting || -cybex/ life fitness exercise chart - clip boards/pencils ||  ||   ||   ||   ||   ||
 * ~ Date ||~ Essential Questions/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ __Special__ Considerations ||
 * 1/31/12 || Inroduction to Health & P.E. || -Students will understand the course requirements and expectations -Students will understand __school__ policy and necessary __steps__ to take in the event of an emergency || HS #1 || - pass out syllabus
 * 2/1/12 || Areas of Health || - By the end of the class period, __students__ will be able to accurately identify the four areas of health __education__
 * 2/2/12 || Who Are You? || - __Students__ will effectively __work__ towards developing positive self image, personal qualities and characteristics during the class period.
 * 2/3/12 || Goal Setting || -During the class period, students will effectively set 3 short term personal goals to be acheived by the end of the semester.
 * 2/6/12 || Decision Making || - By the end of the class period, students will be able to list the __steps__ of the decision making model in the correct order.
 * 2/7/12 || Communication || - SWBAT distinguish between passive, agressive, and assertive communication styles
 * checked for nut __allergies__ prior to lesson ||  ||   ||
 * 2/8/12 || Conflict Resolution || - By the end of the period, SWBAT Identify conflict management style.
 * 2/9/12 || Bullying || - SWBAT accurately identify at least two reasons why teens are bullied when prompted by the __teacher__
 * 2/10/12 || Bullying || - SWBAT properly identify ways verbal to stand up to a bully when prompted by the teacher. ||  || - math drill
 * 2/13/12 || Day One Organziation: Sexual Violence Prevention ||  || HS #3,8 ||   ||   ||   ||   ||   ||
 * 2/14/12 || Day One Organziation: Sexual Violence Prevention ||  || HS #3,8 ||   ||   ||   ||   ||   ||
 * 2/15/12 || Day One Organziation: Sexual Violence Prevention ||  || HS #7,8 || - bystander role play ||   ||   ||   ||   ||
 * 2/16/12 || Dating Violence || -By the end of the class period, students will be able to accurately identify and describe the areas in the cycle of violence when prompted by the teacher
 * 2/27/12 || Sexual Harassment || - By the end of the class period, students will be able to define the term sexual harassment
 * 2/28/12 || Dating || Behavioral outcomes:
 * 2/29/12 || Sex & Sexuality || Upon the completion of this lesson, students will be able to:
 * 3/1/12 || Female Reproductive System || By the end of the lesson, students will be able to..
 * 3/2/12 || Male Reproductive System || By the end of the lesson, students will be able to..
 * 3/5/12 || Fetal Development & Abortion || By the end of the lesson, students will be able to...
 * 3/6/12 || Teen Pregnancy || By the end of the lesson, students will be able to....
 * 3/7/12 || Drug Powerpoint Project || -Students were assigned a powerpoint presentation on a particular drug/substance.
 * 3/8/12 || Unit Test/ Drug Powerpoint project || - Unit test on sexuality
 * 3/9/12 || Introduction to the Arts ||  ||   ||   ||   ||   ||   ||   ||
 * 3/12/12 || Drug Powerpoint Presentations || - Students will be able to properly fill in the drug chart while listening to peers substance abuse presentations || HS #3,8 || - math drill
 * 3/13/12 || Drug Powerpoint Presentations || - Students will be able to properly fill in the drug chart while listening to peers substance abuse presentations || HS #3,8 || - presentation expectations
 * 3/14/12 || Car Safety Research || To prepare students for an upcoming paper integrating science and health
 * 3/15/12 || Introduction to the Arts ||  ||   ||   ||   ||   ||   ||   ||
 * 3/19/12 || Drug Powerpoint Presentations (Final) || - Students will be able to properly fill in the drug chart while listening to peers substance abuse presentations
 * 3/20/12 || Motor Vehicle Safety || - Students will be able to properly identify at least 5 characteristics of good driving when prompted by the teacher
 * 3/21/12 || Car Safety & Injury Prevention Research || - Students will be able to access vaild and credible information to use as resource for their MLA paper.
 * 3/22/12 || Seatbelt Safety || - Through class discussion and notes, students will be able to effectly demonstrate an understanding of motion, forces, and energy as it ties into seatbelt safety.
 * 3/23/12 || Introduction
 * 3/26/12 || Nutrients || - Students will be able to properly identify and define the role of various nutrients in our diets.
 * 3/27/12 || Reading a
 * 3/28/12 || Fastfood Choices || - Students will be able to accurately identify the calorie, fat, and sodium amount for various meals they consume at fast food restaurants
 * 3/29/12 || Eating Disorders || - Students will be able to identify at least 5 warning signs of eating disorders
 * 3/30/12 || Introduction to the Arts ||  ||   ||   ||   ||   ||   ||   ||
 * 4/2/12 || Womens History Project || *Students will research a female member of their family and gather information on the person.
 * Students will assemble the collage in class, having the finished product being presented tomorrow || HS #2,8 || - students bring in their research materials to put together a collage of a women in their family
 * 4/3/12 || Womens History Project || * Students will present their collages on female family members to their peers
 * Students will explain why they choose the individual as well as give some background on the person. || HS #2,8 || - present collages || - rubric || -presentation rubric ||  ||   ||
 * 4/4/12 || Nutrition Review || * Students will be able to explain the various vitamins and what they do for your body
 * Students will be able to differentiate between the three major eating disorders || HS #1,2 || - review game of jeopardy
 * 4/5/12 || Nutrition Test || * Written test to assess nutrition unit || HS #1 || - hand out test, students have the whole block to complete ||  ||   ||   ||   ||
 * 4/9/12 || Intro to Physical Education || - SWBAT properly respect the rules of the YMCA by following procedures and protocols during PE || NASPE #5 || - Diane Martin from the YMCA gives us a tour of the facility and goes over rules and expectations ||  ||   ||   ||   ||
 * 4/10/12 || Keep Away Games || - SWBAT properly explain the difference between the offensive and defensive positions
 * 4/11/12 || Keep Away Games || - SWBAT identify at least two strategies that can be used on offense during a keepaway game - SWBAT identify at least two strategies that can be used on defense during a keepaway game || NASPE #2,3 || - stretching- warm up: make it, take it
 * 4/12/12 || Intro to the Weight Room || -SWBAT accurately record their weight lifting data on the chart provided
 * 4/23/12 || Keep Away Games || - SWBAT accurately demonstrate knowledge of game rules by going to the jail area if tagged in enemy territory 100% of the time.- SWBAT efficently communicate with teammates to devise a plan of attack a majority of the class time. || NASPE #3 || stretching
 * 4/24/12 || Keep Away Games || - SWBAT identify at least two strategies that can be used on offense during a keepaway game
 * 4/25/12 || Keep Away Games || - SWBAT properly create open space while on offense 80 % of the time || NASPE #2,3 || - stretching
 * 4/26/12 || Weight Room || - SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period. - SWBAT effectively work on their muscular strength by utlizing the machines in the weight room a majoirty of the class || NASPE #1,5 || - stretching
 * 4/27/12 || Weight Room || - SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period.- SWBAT effectively work towards achieving cardiovascular fitness by performing aerobic exercises for at least ten minutes each class. || NASPE #4,6 || - collect hw
 * 4/30/12 || Pillo Polo || - SWBAT effectivey utilize eye- hand coordination when striking with an implement a majority of the time. - SWBAT effectively work with teammates to move the ball up the field while on offense a majority of the time || NASPE #3,5 || - stretching
 * 5/1/12 || Pillo Polo || - SWBAT effectively create open passing lanes by making cuts to fake out defenders
 * 5/2/12 || PIllo Polo || - SWBAT effectively play person to person defense by covering a player while defending a majority of the time || NASPE #3,4 || -stretching- warm up: bull in the ring
 * 5/3/12 || Weight Room || - SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period.
 * 5/4/12 || Weight Room || - SWBAT effectively work towards improving their fitness levels by utlizing the weight room for the full class period.
 * 5/7/12 || Soccer || - SWBAT accurately kick the ball using the instep of their foot for a majority of the class.
 * 5/8/12 || Socce || - SWBAT accurately trap a soccer ball using their foot a majority of the time.- SWBAT accurately trap a soccer ball using their body 75% of the time || NASPE #2,5 || - stretching
 * 5/9/12 || Soccer || - SWBAT properly play person to person defense by covering an opponent while on defense a majority of the time
 * 5/10/12 || Weight Room || - SWBAT improve their muscular strength by utlizing at least three different cybex machines during the class period. || NASPE #4,6 || - stretching
 * 5/11/12 || Weight Room || - SWBAT improve their cardiovascular fitness by utlizing cardio machines for at least 20 minutes || NASPE #1,5 || - stretching-weightroom/ cardio || -chart
 * 5/14/12 || Cooperative Games || - SWBAT work cooperatively in small groups
 * 5/15/12 || Cooperative Games || - SWBAT respect the abilities and contributions of others
 * 5/16/12 || Cooperative Games || - SWBAT demonstrate group processing skills by reflecting, processing, and trying new attempts.
 * 5/17/12 || Weight Room || - SWBAT appreciate utilizing fitness equipment as a means of acheiving and maintaining lifelong fitness || NASPE #3,6 || - collect hw- stretching
 * 5/18/12 || Weight Room || - SWBAT sustain a continous workout for 90% of the class period || NASPE #3,6 || - collect hw
 * 5/21/12 || Volleyball || - SWBAT properly perform the bump pass by keeping their arms together & flat a majority of the time. - SWBAT properly perform the set by forming a triangle with their fingers and pushing upwards a majority of the time. || NASPE #1,2 || -stretch
 * 5/22/12 || Volleyball || - SWBAT properly identify when to use the bump pass vs the set when called upon by the teacher. - SWBAT accurately demonstrate knowledge of game rules by not double hitting the ball during game play || NASPE #2,3 || -stretch
 * 5/23/12 || Volleyball || - SWBAT accurately keep score of the game using a rally score system 100% of the time || NASPE #2,3 || -stretch
 * 5/24/12 || Weight Room "Aspects of Fitness" || - SWBAT appropriately compare and contrast muscular endurance and muscular strength with 90% accuracy.
 * 5/25/12 || Weightroom || -SWBAT accurately state at least two reasons why having good flexibilty is important to our everday lives when prompted by the teacher
 * 5/29/12 || Basketball || - SWBAT properly dribble a basketball using thier dominant hand a majority of the class- SWBAT effectively maintain ball control 80% of the time while participating in class activities || NASPE #1,2 || - stretching
 * 5/30/12 || Basketball || - SWBAT accurately practice BEEF while perfoming a free throw shot a majority of the time - SWBAT properly dribble a basketball using fingerpads a majority of the class period || NASPE #1,3 || - stretching
 * 5/31/12 || Weight Room || - SWBAT improve their muscular strength by utlizing at least three different cybex machines during the class period. || NASPE #1,5 || - agenda check
 * 6/1/12 || Weight Room || - SWBAT improve their cardiovascular fitness by utlizing cardio machines for at least 20 minutes || NASPE #4,6 || collect hw
 * 6/4/12 || Portfolio Presentations ||  ||   ||   ||   ||   ||   ||   ||
 * 6/5/12 || Portfolio Presentations ||  ||   ||   ||   ||   ||   ||   ||
 * 6/6/12 || Muscle Maker Assignment || - Students will present their poster and lead the class in stretches/exercises targeting their specific muscle. ||  ||   ||   ||   ||   ||   ||