AIS-R Curriculum Guide

ES Wellness, Health and Fitness

KG.2-Gr.5

Statement of Mission

As a school committed to excellence, we will educate and inspire our students to be responsible, productive and ethical global citizens with
the skills and passion to think creatively, reason critically, communicate effectively and learn continuously. We will accomplish this in an
American educational environment characterized by high measurable standards and a clearly defined, appropriately interrelated college
preparatory curriculum, implemented by a superior staff in partnership with students, parents, and the community.

ES Wellness, Health and Fitness Curriculum Guide

AIS-R Curriculum Guiding Statements
AIS-R Statement of Mission
As a school committed to excellence, we will educate and inspire our students to be responsible, productive and ethical global citizens with the skills and passion to think
creatively, reason critically, communicate effectively and learn continuously. We will accomplish this in an American educational environment characterized by high
measurable standards and a clearly defined, appropriately interrelated college preparatory curriculum, implemented by a superior staff in partnership with students,
parents, and the community.

AIS-R Beliefs
We believe:
● The pursuit of excellence is worth the cost
● All people have worth in a global community.
● Education is a shared responsibility of parents, students, school and community
● People learn in different ways at different rates
● Achievement builds self esteem and promotes learning
● Accountability improves performance
● Ethics and values are essential in a principled community

AIS-R Objectives
● Each student will demonstrate an ability to think creatively, reason critically and communicate effectively by identifying and developing alternative solutions to
real world problems.
● Each student will communicate effectively to a variety of audiences in a variety of ways.
● Each student will meet or exceed clearly defined grade appropriate standards of knowledge and skills as measured by various indicators including annual
standardized tests.
● Each student will continuously choose to improve relationships with others, grow in character and act in an ethical manner as identified in AIS-R’s Eagle Honor
Code.
● Each student will take meaningful action in creating a more inclusive, sustainable and peaceful world.

Learning at AIS-R
AIS-R’s curriculum includes the skills, knowledge and expertise students must master to succeed in work and life in this century; it is a blend of content knowledge,
specific skills, expertise and literacies. At AIS-R, critical thinking, creativity, communication and collaboration are essential skills in all subjects and at all grade-levels.
These skills are introduced in Elementary School, and are modeled, practiced and further developed in Middle and High School. We believe that in order for students
to develop creativity, critical thinking, collaboration and communication skills, they must build on a base of academic subject knowledge. AIS-R curriculum promotes
understanding of academic content by weaving the following 21st century interdisciplinary themes into its programs: Global Awareness, Financial, Economic, Business
ES Wellness, Health and Fitness Curriculum Guide
 and Entrepreneurial Literacy, Civic Literacy, Health Literacy, and Environmental Literacy. Students gain a deep understanding of these literacies through a wide range
of disciplines and course offerings. AIS-R’s extracurricular programs, supported by the EAGLE Honor Code, provide further opportunities for students to explore these
themes and to apply their 21st century skills. The inclusion of 21st century skills and interdisciplinary themes in AIS-R’s curriculum prepares students for the IB
Diploma program and to be successful “...in an interconnected, globalized world, [which] requires critical-thinking skills and a sense of international-mindedness.”

AIS-R Physical Education Program: K-12

Overarching Understanding Goals
Link to Shape Goals

● Varied movements and transferrable motor skills allow greater participation in a range of physical
activities/sports

● Game sense will increase team/individual efficiency, provide enjoyment and enhance the strengths of
others in game situations

● Knowledge of health-related fitness concepts enables more positive lifestyle choices

● Rules and etiquette in physical activities/sports leads to respect for self, others and the environment.

● Physical activity/sports can provide opportunities for personal enjoyment, challenge, self-expression and
social interactions.

ES Wellness, Health and Fitness Curriculum Guide

Health Standards taught and assessed K-5
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8

KG2 Staying Healthy Staying Healthy Staying Healthy/ Food Staying Healthy/ Food
for Health for Health

Grade You Are Growing You Have Feelings You Are Growing You Have Feelings You Are Growing/ You
1 Have Feelings

Grade Caring for Your Caring for Caring for Your Body/ Caring for Your Body/
2 Body/ Food for Your Body/ Food for Fitness Food for Fitness
Fitness Food for
Fitness

Grade Your Amazing About About Yourself About Yourself and Your Amazing
3 Body Yourself and and Others Others Body/ About
Others Yourself and
Others

Grade Personal Health/ Personal Personal Food and Your Personal Health Personal Health/ Food
4 Food and Your Health/ Food Health/ Food Health and Your Health
Health and Your and Your Health
Health

Grade A Growing and A Growing and Dealing With A Growing and

5 Changing Body Changing Body/ Feelings Changing Body/
Dealing With Dealing With Feelings
Feelings

ES Wellness, Health and Fitness Curriculum Guide

AIS-R Wellness, Health and Fitness Standards
By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use
basic movement concepts in dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibit
acceptance of self and others in physical activities; and identify the benefits of a physically active lifestyle.
Note: Swimming skills and water-safety activities should be taught if facilities permit.

Reporting Standards
Safety: ​Exhibits personal responsibility that promotes safe behavior

Respectful Behavior: ​Respect for others, equipment, and rules

Skills & Knowledge: ​Engages in physical activity with fitness knowledge

KG2
Reporting Standards T1 T2 T3

Safety: ​Exhibits personal Follow teacher directions for safe Follow teacher directions for safe Follow teacher directions for safe
responsibility that promotes safe participation and proper use of participation and proper use of participation and proper use of
behavior equipment with minimal reminders. equipment with minimal reminders. equipment with minimal reminders.
(S4.E6.K) (S4.E6.K) (S4.E6.K)

Respectful Behavior: ​Respect for Follows directions in group settings Follows directions in group settings Follows directions in group settings
others, equipment, and rules (e.g., safe behaviors, following rules, (e.g., safe behaviors, following rules, (e.g., safe behaviors, following rules,
taking turns). (S4.E1.K) taking turns). (S4.E1.K) taking turns). (S4.E1.K)

Acknowledges responsibility for Acknowledges responsibility for Acknowledges responsibility for

behavior when prompted. (S4.E2.K) behavior when prompted. (S4.E2.K) behavior when prompted. (S4.E2.K)

Skills & Knowledge: ​Engages in Actively participates in physical Actively participates in physical Actively participates in physical
physical activity with fitness education class. (S3.E2.K) education class. (S3.E2.K) education class. (S3.E2.K)
knowledge
Recognizes that when you move fast, Recognizes that when you move fast, Recognizes that when you move fast,

ES Wellness, Health and Fitness Curriculum Guide


Reporting Standards
Safety: ​Exhibits personal
responsibility that promotes safe
behavior
Respectful Behavior: ​Respect for Accepts personal responsibility by
others, equipment, and rules
Skills & Knowledge: ​Engages in
physical activity with fitness
knowledge
Reporting Standards
Safety: ​Exhibits personal
responsibility that promotes safe
behavior
Respectful Behavior: ​Respect for Practices skills with minimal teacher
others, equipment, and rules
your heart beats faster and you
breathe faster.​3​ ​(S3.E3.K)
GRADE 1
T1
Follow teacher directions for safe
participation and proper use of
equipment without teacher reminders.
(S4.E6.1)
using equipment and space
appropriately. (S4.E1.1)
Follows the rules & parameters of the
learning environment. (S4.E2.1)
Actively engages in physical
education class. (S3.E2.1)
Identifies the heart as a muscle that
grows stronger with exercise, play
and physical activity. (S3.E3.1)
GRADE 2
T1
Works independently and safely in
physical education. (S4.E6.2a) Works
safely with physical education
equipment. (S4.E6.2b)
prompting. (S4.E1.2)
Accepts responsibility for class
your heart beats faster and you
breathe faster.​3​ ​(S3.E3.K)
T2
Follow teacher directions for safe
participation and proper use of
equipment without teacher reminders.
(S4.E6.1)
Accepts personal responsibility by
using equipment and space
appropriately. (S4.E1.1)
Follows the rules & parameters of the
learning environment. (S4.E2.1)
Actively engages in physical
education class. (S3.E2.1)
Identifies the heart as a muscle that
grows stronger with exercise, play
and physical activity. (S3.E3.1)
T2
Works independently and safely in
physical education. (S4.E6.2a) Works
safely with physical education
equipment. (S4.E6.2b)
Practices skills with minimal teacher
prompting. (S4.E1.2)
Accepts responsibility for class
ES Wellness, Health and Fitness Curriculum Guide
your heart beats faster and you
breathe faster.​3​ ​(S3.E3.K)
T3
Follow teacher directions for safe
participation and proper use of
equipment without teacher reminders.
(S4.E6.1)
Accepts personal responsibility by
using equipment and space
appropriately. (S4.E1.1)
Follows the rules & parameters of the
learning environment. (S4.E2.1)
Actively engages in physical
education class. (S3.E2.1)
Identifies the heart as a muscle that
grows stronger with exercise, play
and physical activity. (S3.E3.1)
T3
Works independently and safely in
physical education. (S4.E6.2a) Works
safely with physical education
equipment. (S4.E6.2b)
Practices skills with minimal teacher
prompting. (S4.E1.2)
Accepts responsibility for class
 protocols with behavior and protocols with behavior and protocols with behavior and
performance actions. (S4.E2.2) performance actions. (S4.E2.2) performance actions. (S4.E2.2)

Skills & Knowledge: ​Engages in Actively engages in physical Actively engages in physical Actively engages in physical
physical activity with fitness education class in response to education class in response to education class in response to
knowledge instruction and practice. (S3.E2.2) instruction and practice. (S3.E2.2 instruction and practice. (S3.E2.2)

Uses own body as resistance (e.g., Uses own body as resistance (e.g., Uses own body as resistance (e.g.,
holds body in plank position, animal holds body in plank position, animal holds body in plank position, animal
walks)​4​ for developing strength. walks)​4​ for developing strength. walks)​4​ for developing strength.
(S3.E3.2a) (S3.E3.2a) (S3.E3.2a)

Identifies physical activities that Identifies physical activities that Identifies physical activities that
contribute to fitness. (S3.E3.2b) contribute to fitness. (S3.E3.2b) contribute to fitness. (S3.E3.2b)

GRADE 3
Reporting Standards T1 T2 T3

Safety: ​Exhibits personal Works independently and safely in Works independently and safely in Works independently and safely in
responsibility that promotes safe physical activity settings. (S4.E6.3) physical activity settings. (S4.E6.3) physical activity settings. (S4.E6.3)
behavior

Respectful Behavior: ​Respect for Exhibits personal responsibility in Exhibits personal responsibility in Exhibits personal responsibility in
others, equipment, and rules teacher-directed activities. (S4.E1.3) teacher-directed activities. (S4.E1.3) teacher-directed activities. (S4.E1.3)

Works independently for extended Works independently for extended Works independently for extended
periods of time. (S4.E2.3) periods of time. (S4.E2.3) periods of time. (S4.E2.3)

Skills & Knowledge: ​Engages in Engages in the activities of physical Engages in the activities of physical Engages in the activities of physical
physical activity with fitness education class without teacher education class without teacher education class without teacher
knowledge prompting. (S3.E2.3) prompting. (S3.E2.3) prompting. (S3.E2.3)

Describes the concept of fitness and Describes the concept of fitness and Describes the concept of fitness and
provides examples of physical activity provides examples of physical activity provides examples of physical activity
to enhance fitness. (S3.E3.3) to enhance fitness. (S3.E3.3) to enhance fitness. (S3.E3.3)

ES Wellness, Health and Fitness Curriculum Guide

 GRADE 4
Reporting Standards T1 T2 T3

Safety: ​Exhibits personal Works safely with peers and Works safely with peers and Works safely with peers and
responsibility that promotes safe equipment in physical activity settings. equipment in physical activity settings. equipment in physical activity settings.
behavior (S4.E6.4) (S4.E6.4) (S4.E6.4)

Respectful Behavior: ​Respect for Exhibits responsible behavior in Exhibits responsible behavior in Exhibits responsible behavior in
others, equipment, and rules independent group situations. independent group situations. independent group situations.
(S4.E1.4) (S4.E1.4) (S4.E1.4)

Reflects on personal social behavior Reflects on personal social behavior Reflects on personal social behavior
in physical activity. (S4.E2.4) in physical activity. (S4.E2.4) in physical activity. (S4.E2.4)

Skills & Knowledge: ​Engages in Actively engages in the activities of Actively engages in the activities of Actively engages in the activities of
physical activity with fitness physical education class, both physical education class, both physical education class, both
knowledge teacher-directed and independent. teacher-directed and independent. teacher-directed and independent.
(S3.E2.4) (S3.E2.4) (S3.E2.4)

Identifies the components of Identifies the components of Identifies the components of

health-related fitness​.5​ ​(S3.E3.4) health-related fitness​.5​ ​(S3.E3.4) health-related fitness​.5​ ​(S3.E3.4)

GRADE 5
Reporting Standards T1 T2 T3

Safety: ​Exhibits personal Applies safety principles with Applies safety principles with Applies safety principles with
responsibility that promotes safe age-appropriate physical activities. age-appropriate physical activities. age-appropriate physical activities.
behavior (S4.E6.5) (S4.E6.5) (S4.E6.5)

Respectful Behavior: ​Respect for Engages in physical activity with Engages in physical activity with Engages in physical activity with
others, equipment, and rules responsible interpersonal behavior responsible interpersonal behavior responsible interpersonal behavior
(e.g., peer to peer, student to (e.g., peer to peer, student to (e.g., peer to peer, student to
teacher,student to referee). (S4.E1.5) teacher,student to referee). (S4.E1.5) teacher,student to referee). (S4.E1.5)

Participates with responsible personal Participates with responsible personal Participates with responsible personal
behavior in a variety of physical behavior in a variety of physical behavior in a variety of physical
activity contexts, environments and activity contexts, environments and activity contexts, environments and
facilities. (S4.E2.5a) facilities. (S4.E2.5a) facilities. (S4.E2.5a)

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 Exhibits respect for self with Exhibits respect for self with Exhibits respect for self with
appropriate behavior while engaging appropriate behavior while engaging appropriate behavior while engaging
in physical activity. (S4.E2.5b) in physical activity. (S4.E2.5b) in physical activity. (S4.E2.5b)

Skills & Knowledge: ​Engages in
physical activity with fitness
knowledge
Actively engages in all the activities of Actively engages in all the activities of Actively engages in all the activities of
physical education. (S3.E2.5) physical education. (S3.E2.5) physical education. (S3.E2.5)
Differentiates between skill-related Differentiates between skill-related Differentiates between skill-related
and health-related fitness​.6​ (S3.E3.5) and health-related fitness​.6​ (S3.E3.5) and health-related fitness​.6​ (S3.E3.5)

AIS-R Instructional Guidelines

AIS-R’s Learning Principles

Our Definition of Learning: At AIS-R, we believe learning is a co-constructed, developmentally-appropriate process and commitment, which is both independent and
interdependent that transforms thinking, embraces voice and choice, and cultivates agency.

AIS-R learners engage and collaborate in a global learning community that is respectful, inclusive, healthy, and ethical.

AIS-R learners cultivate agency to inspire and self-direct learning pathways, processes and outcomes.

AIS-R learners explore unfamiliar and contextualized problems with active inquiry and productive struggle.

AIS-R learners provide rich and dynamic feedback for reflection, growth and mastery.

AIS-R learners develop and transfer skills of understanding to engage in powerful learning opportunities.

AIS-R learners value thinking that is visible, transformative and part of the everyday learning experience.

AIS-R learners embrace well-being by identifying and exercising their signature strengths and living the Eagle attributes.

Differentiation Strategies
Differentiation allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs (Hall,
Strangman, & Meyer, 2003). When teachers differentiate, they do so in response to students’ readiness, interest, and/or learning profile. ​Readiness​ refers to the skill level and

ES Wellness, Health and Fitness Curriculum Guide

background knowledge of the child. Teachers use diagnostic assessments to determine students’ readiness. ​Interest​ refers to topics that the student may want to explore or
that will motivate the student. Teachers can ask students about their outside interests and even include students in the unit-planning process. Finally, the student’s ​learning
profile​ includes learning style (for example, is the student a visual, auditory, tactile, or kinesthetic learner), grouping preferences (for example, does the student work best
individually, with a partner, or in a large group), and environmental preferences (for example, does the student need lots of space or a quiet area to work). When a teacher
differentiates, all of these factors can be taken into account individually or in combination (Tomlinson, 1997).
AIS-R teachers should select differentiation strategies based on the curriculum taught and the needs of students in their classrooms. The eight differentiation strategies are
examples of ways teachers differentiate in response to students’ readiness, interest, and/or learning profiles.
1. Tiered Assignments and Products (response to students’ readiness)
Description:​ Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness,
and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness.
Guidelines: ​For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to
prepare a debate.
○ Focus task on a key concept
○ Use a variety of resource materials at different levels of complexity and associated with different learning modalities
○ Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration
2. Compacting (response to students’ readiness)
Description: ​Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a three step
process:
○ assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master
○ create plans for what the student needs to know, and excuse the student from studying what he/she already knows
○ create plans for freed-up time to be spent in enriched or accelerated study
Guidelines:​ For example, a third grade class is learning to identify the parts of fractions. Diagnostics indicated that two students already know the parts of fractions.
These students are excused from completing the identifying activities, and are taught to add and subtract fractions.
○ Thoroughly pre-assess the learner’s knowledge and document findings
○ Explain the process and its benefits to the student
○ Create written plans and timelines for study
○ Allow student choice in enrichment or accelerated study
3. Independent Study (response to students’ interest)
Description: ​The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upoon the outcome
of the independent study. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student
completes his or her own research on the topic and develops a product to share with classmates.
Guidelines: ​For example, in a unit on ocean life, a student indicates that she wants to learn more about sharks. With the teacher’s guidance she develops research
questions, collects information, and presents an oral report to the class about the feeding patterns of great white sharks.
○ Base the project on student interest
○ Provide guidance and structure to ensure high standards of investigation and product
○ Use timelines to help student stay on track and prevent procrastination
○ Use process logs or expert journals to document the process
○ Establish clear criteria for success
4. Interest Centers or Interest Groups (response to students’ Interest and readiness)
Description:​ Interest centers (usually used with younger students) and interest groups (usually used with older learners) are set up so that learning experiences are
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 directed toward a specific learner interest. They allow students to choose a topic and can be motivating to students. If they are used as enrichment, they can allow
the study of topics beyond the general curriculum. Groups address student readiness when they are differentiated by level of complexity and independence
required.
Guidelines: ​For example, in a unit about the Civil War, students can choose to work in groups on one of four topics: free labor vs. slave labor, a biography of Robert E.
Lee, women’s role in Reconstruction, or how trade was impacted.
○ Incorporate student interest
○ Encourage students to help create tasks and define products
○ Adjust for student readiness
○ Establish clear criteria for success
○ Adjust blocks of work time based on student readiness
5. Flexible Grouping (response to students’ Interest, readiness, and learning profile)
Descriptions:​ Students work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness,
other times based on interest and/or learning profile. Groups can either be assigned by the teacher or chosen by the students. Students can be assigned
purposefully to a group or assigned randomly. This strategy allows students to work with a wide variety of peers and keeps them from being labeled as advanced
or struggling.
Guidelines: ​For example, in a reading class, the teacher may assign groups based on readiness for phonics instruction, but allow students to choose their own groups for
book reports, based on the book topic.
○ Ensure that all students have the opportunity to work with other students who are similar and dissimilar from themselves in terms of interest, readiness, and
learning profile
○ Alternate purposeful assignment of groups with random assignment or student selection
○ Ensure that all students have been given the skills to work collaboratively
○ Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced
6. Multiple Levels of Questions (in response to students’ readiness and learning profile)
Descriptions:​ Teachers adjust the types of questions and the ways in which they are presented based on what is needed to advance problem-solving skills and
responses. This strategy ensures that all students will be accountable for information and thinking at a high level and that all students will be challenged. Finally,
all students benefit from this strategy because all can learn from a wide range of questions and responses.
Guidelines:​ For example, the teacher prepares a list of questions about a topic that the whole class is studying. During a discussion, the teacher asks initial questions to
specific students, based on readiness. All students are encouraged to ask and answer follow-up questions.
○ Use wait time before taking student answers
○ Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile
○ Encourage students to build upon their own answers and the answers of other students
○ If appropriate, give students a chance to talk to partners or write down their answers before responding
7. Learning Contracts (response to students’ readiness and learning profile)
Descriptions: ​Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary skills expected to be learned by
the student and required components of the assignment, while the student identifies methods for completing the tasks. This strategy allows students to work at an
appropriate pace and can target learning styles. Further, it helps students work independently, learn planning skills, and eliminate unnecessary skill practice.
Guidelines: ​For example, a student completes a learning contract for a science project. He indicates that he will research the topic of mitosis, create a visual model to
share with the class, and write a report. The learning contract indicates the dates by which each step of the project will be completed.
○ Match skills to the readiness of the learner
○ Allow student choice in the way in which material is accessed and products are developed
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 ○ Provide the contract in writing, with a clear timeline and expectations
○ Include both skill- and content-based learning in the contract
8. Choice Boards (response to students’ readiness, interest, and learning profiles)
Descriptions: ​Choice boards are organizers that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a
product. Choice boards can be organized so that students are required to choose options that focus on several different skills.
Guidelines: ​For example, after students read Romeo and Juliet, students are given a choice board that contains a list of possible products for each of the following
learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two products from the board, and must choose these products from two different
learning styles.
○ Include choices that reflect a range of interests and learning styles
○ Guide students in the choice of activities so that they are challenged, but not frustrated
○ Provide clear instruction in the use of choice boards

Technology Integration Strategies

To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.
AIS-R students use a variety of technology tools in all curricular areas to access and evaluate information, analyze and create media products, collaborate and communicate with
others, and publish their work. As technology is integrated into the teaching and learning environment, more of the focus is on the learning experiences of the student and less
on the use of productivity software. The following list of projects are examples of ways in which AIS-R teachers use common software in ways that are creative to integrate
technology into the curriculum. Students use the computer as a tool to communicate information that is authentic, directly related to what they are learning, and connected to
real life while developing their skills in using software programs.

Project Software Tool Activity

Advertisement PowerPoint (not presentation), Word Student creates a graphic, or uses graphics from clip art and types the text using word
processing tool

Add a chapter to a book or story Online websites that have a story and the
students can click on a box to add to it,
blogging or wiki applications

Art Exhibit PowerPoint Take digital pictures and drop into PowerPoint, add narration and/or music

Audio recording/podcast Garage Band, Audacity Record voice, add sound effects and/or music for a podcast

Audio-biography iMovie, Movie Maker, PowerPoint with Commonly known as “digital story telling”
narration, Garage Band/Audacity

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Award PowerPoint (creating a certificate)

Biography Web resources such as biography.com, Fact Also could be considered “digital story telling”, for younger students create a poster
Monster or other history web sites, Word for with a picture and facts
essay, iMovie to create a narrated movie with
images, web page, PowerPoint for narrated
slide show with image

Blog Use Wordpress to create and maintain a class

blog

Book Report PowerPoint (not as a presentation tool), Word Use visual representation

Bookmark PowerPoint (not as a presentation tool) Commemorate a special event or a topic

Brochure Microsoft Word Younger students need a template so the layout is correct

Character Study Inspiration, PowerPoint, Word Create a web with characteristics and events from the story, diamonte poem

Chart Excel, also can copy into Word to add Changes over time, comparison of data, collect data for science, social studies
paragraph explaining data

Classroom Museum Floor plan of museum exhibit using PowerPoint Collect artifacts from primary source websites, write about “exhibits”
(not as presentation tool)

Class Book PowerPoint, each child creates one slide Ideas for topics include our community, famous people, vocabulary (math or other
subject),

Collage Images from web, digital camera, PowerPoint

(not as presentation tool)

Comic Book ReadWriteThink website has template for

students to create comic strip, also utilize
speech bubbles tool in Microsoft Word or
PowerPoint; Comic Life

Constitution Access image of actual constitution from

American Memories Website, create using
AppleWorks or PowerPoint with large clipart as
a background

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Correspondence Email, Word

Currency/Coupons Paint, and PowerPoint (not as presentation Create coupons with kind deeds for holidays
tool)

Design Proposal Blank PowerPoint slide for floor plans and Geography study project: students select a region and create a proposal for a resort
graphics, PowerPoint for presentation, iMovie
for video

Diorama Locate images on web and shrink and

manipulate in paint

Documentary iMovie, PowerPoint, Movie Maker Use Library of Congress resources to download images, videos, and music

Editorial Essay Word, Wordpress blog to share and get input

from others

Eulogy iMovie to create a videotape of the “eulogizer”

– pretend memorial service; Movie Maker

Fable Word, Web sites with fables from around the

world

Family Tree Inspiration, Kidspiration, Webspiration

Flag PowerPoint (not as a presentation tool),

Floor Plan PowerPoint (not as a presentation tool), Use with a descriptive paragraph or for a math activity to show scale

Flow Chart Inspiration, PowerPoint (not as a presentation

tool)

Games/Puzzles Create game pieces using images from the written directions on Word
Internet or PowerPoint (not as a presentation
tool)

Jokes Word, video tape and edit in iMovie, Movie

Maker

Journey Log Wordpress blog, Word with images borrowed

from the web

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Last Will & Testament Word using scroll type clip art as background

Map Google maps, PowerPoint (not as a Done as a reading comprehension activity after reading Maniac Magee, also to review
presentation tool) ordinal directions

Math Story PowerPoint (not as presentation tool), Illustrate a typed math story with clipart
Kidspiration

Memoir Word, or Wordpress blog, also could video tape 6th grade project: use scanned images of student throughout their life along with
family member, or use scanner to scan images images of world events to create a video timeline
and integrate into written essay

Monument PowerPoint (not as a presentation tool)

Mosaic PowerPoint (not as a presentation tool)

Multimedia Show iMovie, PowerPoint, Movie Maker

Museum Exhibit Floor plan of museum exhibit using PowerPoint Collect artifacts from primary source websites, write about “exhibits”
(not as presentation tool)

Music Video iMovie, Garage Band/Audacity to compose

music, Movie Maker

News Articles, Newscast Word, iMovie to video tape newscast, Movie

Maker

Oral History iMovie, Garage Band/Audacity to record voice,

Audacity, Movie Maker

Painting/Drawing AppleWorks, KidPix, Tux Paint Illustrate a science concept, a story, a character in a poem

Petition/Bill of Rights Word

Photo Album iPhoto/Picasa, PowerPoint (not as presentation

tool)

Picture Book PowerPoint

Poem Word Use clipart, borders, different color text to help tell the message

ES Wellness, Health and Fitness Curriculum Guide

Postcard Images from web, PowerPoint (not as
presentation tool)

Poster PowerPoint (not as presentation tool) In Excel, printing posters using multiple pages is possible

Press Kit Word

Radio Commercial Garage Band/Audacity

Recipe Word

Relief Map Google maps

Report Word Focus on website evaluation. To reinforce visual literacy, include a cover with images
and text

Research Paper Word Instead of an essay, consider creating a brochure, illustrated book, web page or web
site

Resume and Cover Letter Word using templates

Review Rules or Laws Word

Scale Model PowerPoint (not as presentation tool), Excel to Draw tools in Microsoft allows user to use rulers to measure
calculate scale

Scenery Web to find a photograph, Tux Paint

Scientific instrument PowerPoint (not as presentation tool)

Scrapbook PowerPoint (not as presentation tool)

Screenplay (film) iMovie to edit video, Movie Maker

Script (Play) Word

Shadow Box Web to collect images

Short Story Word, or post to the web on a blog or student

publishing website

ES Wellness, Health and Fitness Curriculum Guide

Slide Show or PPT PowerPoint, iMovie

Song Lyrics Word

Study Guide PowerPoint (not as a presentation tool) Illustrate vocabulary words, create a diagram with images and text labels

Survey Create survey on www.profilerpro.com,

www.surveymonkey.com,
www.zoomerang.com, Excel to create chart to
compare results

Time Capsule Web to find primary source documents

Timeline Inspiration, Kidspiration, Excel, Word tables,

TV Commercial iMovie, Movie Maker

Wiki any web browser from any web connected

computer, wikispaces

ELL Strategies for PE

Instructional strategies:
● visual cues or representations of key ideas, graphic organizers and scaffolding
● previewing of written resources
● pre-teaching of key vocabulary
● peer tutoring; strategic use of students’ first languages
● modeling

Student resources:
● visual material
● simplified text
● bilingual dictionaries

ES Wellness, Health and Fitness Curriculum Guide

 ● food guides and other resources available in other languages that students speak at home
● visual material displays

Assessment accommodations:
● Physical space: use a different assessment location or test administrator when appropriate
● Time: granting of extra time; allow for more frequent breaks as needed during instruction and assessments
● Response: portfolios, demonstrations or visual representations; allow flexibility in oral presentations (eg notes, presentation aides, or small group setting); read
assessment aloud at a rate understandable to the ELL student; allow ELL students to discuss and clarify understandings of a prompt before starting an assessment.

Teacher resources:
Books in AISR’s Professional Library Collection:
● Wright, Wayne, E. (2010) Foundations for Teaching English Language Learners. Philadelphia, PA: Caslon Publishing
● Gibbons, Pauline. (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann
● Hill, Jane D. and Flynn, Kathleen, M. (2006). Classroom Instruction that Works with English Language Learners. Alexandria, VA: ASCD

Instructional Strategies for PE

Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students
independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. Instructional strategies can:
• motivate students and help them focus attention
• organize information for understanding and remembering
• monitor and assess learning.

To become successful strategic learners students need:

• step-by-step strategy instruction
• a variety of instructional approaches and learning materials
• appropriate support that includes modelling, guided practice and independent practice
• opportunities to transfer skills and ideas from one situation to another
• meaningful connections between skills and ideas, and real-life situations
• opportunities to be independent and show what they know
• encouragement to self-monitor and self-correct
• tools for reflecting on and assessing own learning.

Effective instructional and learning strategies can be used across grade levels and subject areas, and can accommodate a range of student differences.

Instructional strategies that are especially effective in the health education program include:
• cooperative learning
• group discussion

ES Wellness, Health and Fitness Curriculum Guide

 • independent study
• portfolio development
• journals and learning logs
• role-playing
• cognitive organizers
• literature response
• service learning
• issue-based inquiry

Resources:
http://tgfuinfo.weebly.com/

References:
Association for Supervision and Curriculum Development.​ ​http://www.ascd.org

Hall, T., Strangman, N., & Meyer, A. (2003). ​Differentiated Instruction and Implications for UDL Implementation. ​ National Center on Accessing the General Curriculum.
Retrieved from:
http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
http://www.k8accesscenter.org/training_resources/documents/DifferentiationStrategiesTool.doc

​ lexandria, VA: ASCD.

Tomlinson, C.A. (1999). ​How to Differentiate Instruction in Mixed-Ability Classrooms. A

ES Wellness, Health and Fitness Curriculum Guide