Workshop+2-Effective+PE+Instruction+&+Assessment

[|Online Stopwatch]

Developing skills for positive health habits
 * **Workshop #2: **

How will you know that your students understand your lesson? || **Mental & Emotional**

Brain Break from the book Pressure Lines -


 * Nutrition**


 * Physical Activity**


 * Safety & Prevention of Injury**
 * Unintentional Injury**

Pateman Ch 5 [|CDC Mental]
 * Personal Health & Wellness** ||  Telljohann Symons

[|Iowa's children]

[|NIMH]

Page 138

Chapter 6

[|Nutrition/brain]

Ch 7 [|Why]

Ch 8

Barbs video on recess

Ch 9 || Awareness of Children's mental and emotional needs

Reflection on chapter Reflect on given websites Assign students to find other information and share to group.

Developmentally appropriate concepts and skills for mental emotional health Brain Break Peer Pressure Activity

Draw cards for grade level assignment and national standards work in collaboration students are in groups to represent K-5

Physical Educational vs Physical Activity [|Movement for brain development] What can we do [|Importance of midline crossing activities]teaching in a sequence having activities that allow student to roll, jump and skip and why this is important for cognitive development. Share in group of 3 understandings of the articles.

Paper on being a responsible adult in the school setting and how to influence students to become safe citizens.

Paper on future classroom protocols and school wide protocols for the safety of all.

Repeat activity from Ch 6. Focusing on Standard 3 Access Information, Products and Services || Technology can help enhance and individualize learning. P3.22

 Use knowledge of student development and content to make learning experience meaningful in the context of authentic, local, national and global issues. P2.11

Manage the learning environment to activity and equitably engage learners. P3.4

 The relationships between motivation and engagement. P3.8 ||