the science of physical education of... · •integrating: to form, coordinate, or blend into a...
TRANSCRIPT
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Nichole [email protected]@nolegirl4ever
• Aunt
• Educator & Coach
• Standards Junkie
• Seminole Fan
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Teaching is not my job, it’s my passion.
Getting better at it –that’s my job.
-Jose Popoff
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Integration Defined
• Integrate: The act or process or an instance of integrating; such as incorporation as equals into society or an organization of individuals of different groups
• Integrating: to form, coordinate, or blend into a functioning or unified whole
• To unite with something else
• To incorporate into a larger unit
*Defined by merriam-webster.com
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Roll the Dice Activity1. What are some common vocabulary used in both science and
Physical Education?
2. What are some common concepts taught in both science and Physical Education?
3. What are some strategies to help science and Physical Education teachers plan together?
4. What are some potential school-wide themes/events that would integrate science and Physical Education?
5. What are some strategies to communicate with administrators, colleagues and parents about the integration of science and Physical Education?
6. What are some benefits to students when science and Physical Education teachers coordinate lessons?
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Let’s Kahoot!
• Go to Kahoot.it
• Enter game pin
• Enter name
• Most points earned for correct answers and fast responses.
• Prize for winner!
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Grade 5 Integration
• SC.5.P.13.1 - Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
• PE.5.M.1.7 – Catch a variety of objects while traveling and being defended.
• PE.5.M.1.4 – Strike moving and/or stationary objects with long-handled implements so the objects travel in the intended direction at the desired height using correct technique.
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Grade 5 Integration
• SC.5.L.14.1 – Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
• PE.5.L.4.3 – Identify that an increase in heart rate intensity is necessary to enhance cardiorespiratory endurance.
• PE.5.L.4.1 – Differentiate between muscular strength and muscular endurance.
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Grade 5 Integration
• SC.5.E.5.3 - Distinguish among the following objects of the Solar System - Sun, planets, moons, asteroids, comets - and identify Earth's position in it.
• PE.5.C.2.2 – Design or modify a game incorporating skills, rules and strategies.
• PE.5.M.1.1 – Apply locomotor skills in a variety of movement settings, while applying the appropriate movement concepts as the situation demands.
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HOPE and Biology Integration
• SC.912.L.14.36 – Describe the factors affecting blood flow through the cardiovascular system.
• PE.912.C.2.17 – Assess physiological effects of exercise during and after physical activity.
• PE.912.C.2.15 – Calculate individual target heart rate zone and analyze how to adjust intensity level to stay within the desired range.
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HOPE and Biology Integration
• SC.912.N.1.4 – Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
• PE.912.C.2.18 – Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.
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HOPE and Biology Integration
• SC.912.L.14.6 – Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
• HE.912.C.1.7 – Analyze how heredity and family history can impact personal health.
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CPALMS
• Cpalms.org is the where all Florida standards and course descriptions are housed
• Scavenger Hunt:• Find the HOPE Core course description
• Find the Grade 5 Science course description
First to show me these gets a prize!
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