UNIVERSITY OF LA VERNE

Knowledge Service Vision

Course Syllabus for

Instructional Approaches to Physical Education
EDUC 330

SPRING 2016
CRN 1253 Tuesdays
Theresa M. Nedry-Molinaro
Senior Adjunct Instructor

University of La Verne Mission Statement

Through its academic and co-curricular programs, the University provides rich
educational opportunities that relate to both the academic and personal development of its
students. For its undergraduates the University offers a challenging general education
program, as well as a strong knowledge base in a particular discipline. Graduate programs
at ULV are offered in selected professional disciplines. These programs are aimed at the
practicing professional, and seek to integrate theory and practice.
Philosophically, the University emphasizes four major concerns that affirm a positive
and rewarding life for its students:

1. A Values Orientation
The University affirms a philosophy of life that actively supports the health of the planet
and its people. The University, therefore, encourages students to become reflective about
personal, professional, and societal values in the light of this affirmation.

2. Community and Diversity

The University promotes the goal of community within a context of diversity. The
University, therefore, encourages students to understand and appreciate the diversity of
cultures which exists locally, nationally, and internationally. It also seeks to promote
appreciation of biodiversity by helping students understand the impact/dependence of
human beings on their environment.

3. Lifelong Learning
The University commits itself to an approach to education that is lifelong in nature.
Therefore, it teaches students how to learn, how to think critically, how to do responsible
research, and how to access and integrate information in order to prepare them for career
growth and flexibility and continued personal growth.

4. Community Service
The University believes that service is a primary goal of the educated person. The
University therefore encourages its students to experience the responsibilities and rewards
of serving the human and ecological community.

UNIVERSITY OF LA VERNE
Student Course Syllabus
EDUC 330
Course Title: Instructional Approaches to Physical Education
Instructor: Theresa Nedry-Molinaro
E-mail Address: tnedry-molinaro@laverne.edu
Home Phone: (626) 336-6686
Cell Phone: (626) 233-6211
Calling Hours: 9am-9pm
I.

Course Description

This course is designed to enable students with an introductory knowledge in the disciplines pertinent
and content appropriate to teaching quality physical education to elementary children grades K-6.
II.

Learner Outcomes: Students who successfully complete this course will be able to:

a. Discuss and apply the basic principles of the Physical Education Model Content Standards by
writing detailed lesson plans based on the discussions relating to what the students need to know
and be able to do, for each overarching standard, for a particular grade level, with a minimum of
70 percent accuracy.
b. Discuss and apply the basic concepts of the Physical Education Model Content Standards by
breaking down the concepts of the content standards on a worksheet and passing the standards
exam with 70 percent accuracy.
c. Obtain basic principles of motor development, motor learning, biomechanics, exercise
physiology, and fitness to age appropriate activities by reading the text book assigned to the
course and passing the course quizzes and midterm with a 70 percent or better.
d. Discuss and apply the basic principles of the Physical Education Framework for California Public
Schools which include Movement Skill and Movement Knowledge, Fitness Movement and
Knowledge, and Self Image, Personal Development, and Social Development by participating in
class discussions and applying the information in their detailed lesson plans correctly.
e. Design a philosophy of physical education for elementary children by composing a personal
philosophy and creating cognitive, psychomotor, and affective goals
f. Identify and apply the developmental changes and characteristics of children aged 5-12 in all
learning domains as it applies to the physical education setting by developing quality written
lesson plans.
g. Identify and apply skills and concepts associated with teaching quality elementary physical
education by demonstrating effective teaching behaviors during their teaching experience.
h. Design a grade level specific cross-curricular lesson by creating, writing, setting up, and
demonstrating a station activity based on the content standards from Physical Education and one
other subject area with a minimum of 70 percent accuracy.
i. Design and apply a variety of physical activities to K-6th grade students to meet the California
State Content Standards for physical education by completing their resource packet assignment
with 80 percent accuracy.
j. Identify quality teaching episodes and behaviors by observing lessons in a public school setting
and writing a reflection of their experiences.
k. Demonstrate effective teacher behaviors in planning, implementing, and evaluating teaching
episodes by planning, implementing, and evaluating quality lesson plans.
l. Participate in physical activities (games, fitness, sports, and/or recreational activities) by
demonstrating the ability to meet the demands of physical, intellectual, and emotional aspects of
the labs.
m. Articulate the benefits of physical activity and its effect on the intellectual (cognitive),
social/emotional (affective), and physical (psychomotor) well-being of the individual.

Required Text

a. Kovar, Combs, Campbell, Napper-Owen, Worrell, (2008). Elementary Classroom Teachers as

Movement Educators. McGraw-Hill. 4th Edition.

b. Physical Education Model Content Standards (2005). Adopted January 12th 2005, Standards for
California. www.cde.ca.gov (pdf file on Blackboard)
c. Physical Education Framework for California Public Schools (2008). Adopted September 10,
2008. www.cde.ca.gov (pdf file on Blackboard)
d. Selected Articles (TBA)
Recommended Materials
a. National Association for Sport and Physical Education, Moving into the Future National
Physical Education Standards: A Guide to Content Assessment. St. Louis, MO. 1995.
b. Pangrazi, R. Dynamic Physical Education for Elementary School Children (15th Ed.). Pearson
Education Inc., publishing as Benjamin Cummings.
III. Professional Expectations
a. The required textbooks are required at each class session for research, class work, and review.
b. All work is to be fully completed and submitted at the beginning of class on the required due
date. All assignments are to have a cover page (see sample).
c. Your participation in this course demonstrates your commitment to the education field. Your
understanding of the content and your participation in course activities with your peers are vital to
your on-going learning. Your attendance affects your grade. Any student who misses 20% or
more of class time shall receive either a failing grade or an INC grade (incomplete) at the
discretion of the instructor and consistent with the policies outlined in the ULV catalog.
d. Attendance is mandatory. Each student is expected to arrive on time for each class prepared to
participate, contribute, and develop new concepts related to education.
e. Absences and late arrivals will affect your grade. I must be contacted 24 hours in advance if you
cannot attend for any reason. Two or more unexcused absences will result in a lower grade. There
is no making up for missed class time.
f. Students will be responsible for working with their own cooperative groups for assignments.
g. You must be dressed appropriately for moderate activity. Required items include: tennis shoes,
shorts/sweats, and appropriate shirts (sleeves required). Please inform the instructor of any
physical/health concerns and check with your doctor before beginning any exercise program or
activity. The level of physical activity in class is to be determined by the ability level of each
individual student.
h. This class is important to your development and expansion of educational pedagogy, knowledge
and ability. Your work is expected to be of high quality throughout the entire course.
Written work will follow APA style; Times New Roman font; size 12; double-spaced. All written
work must be submitted with course name, instructors name, date and title of assignment.
i. Instructor reserves the right to modify the syllabus, assignments, and due dates.
Academic Honesty: Each student is responsible for performing academic tasks in such a way that
honesty is not in question. Unless an exception is specifically defined by an instructor, students are
expected to maintain the following standards of integrity: All exams, papers, oral and written
assignments, recitations, and all other academic efforts are to be the work of the student presenting
the material. Please refer to the ULV student catalog, Academic Honesty section, for complete
expectations and consequences.

UNIVERSITY OF LA VERNE
EDUC 330 Instructional Approaches to Physical Education
GRADING: Grades are based on points earned.
100%-93%
A
92%-90%
89%-87%
B+
86%-83%
79%-77%
C+
76%-73%
69%-67%
D+
66%-63%
59%- 0%
F

AB
C
D

82%-80%
72%-70%
62%-60%

BCD-

MODIFICATIONS OF THIS SYLLABUS MAY BE MADE

ANYTIME AT THE INSTRUCTORS DISCRETION

Assignments and Point Values

a. Academic/Theoretical Content
1.
2.
3.
4.

Blast from the Past Reflection Paper, including personal goal setting
Wrap It Up Summation Paper, including goal setting reflection
Online blogs and wikis on various course contents
Formal Assessments (quizzes, peer evaluations, midterm)

b. Application Experiences
1.
2.
3.
4.
5.

Cultural Integration- International Games Project

Fitness Gram Stations
Equipment Catalog Shopping Spree
Performance Levels Group presentations
Individual Lesson Presentations (including written planning)

c. Support Materials
1. ePortfolio
2. PE Internet Project: Web sites, literature, and resources review
3. Class Participation (includes attendance)

1000 total points

300 points
____ 50 points
____ 100 points
____ 50 points
____ 100 points

400 points
____ 100 points
____ 75 points
____ 75 points
____ 50 points
____ 100 points

300 points
____ 100 points
____ 100 points
____ 100 points

COURSEWORK RUBRIC
A = Exceptional Quality: Instructors expectations for the assignment have been exceeded. Careful and
accurate analysis, as well as thoughtful insight, characterizes the work. Oral and/or written expression meets
the standards expected of a professional educator in quality and indicates clarity of thinking.
B = Excellent Quality: Instructors expectations for the assignment have been met. Oral and/or written
expression meets the standards expected of a professional educator.
C = Acceptable Quality: More than one aspect of the assignment falls short of instructors expectations. Oral
and/or written expression falls short of the standards expected of a professional educator.
D = Inferior Quality: More than one aspect of the assignment does not meet instructors expectations. Oral
and/or written expression does not meet the standards expected of a professional educator.
F = Unsatisfactory Work: Work is incomplete or not submitted.

Description of Assignments
a.

Academic/Theoretical Content:
Reading Assignments /Assessments/ Class Participation (includes online sources)
Due Date: Ongoing
Reading assignments are from the course materials and assessments will include content from the text, standards, support
materials, lectures and class notes.
Online blogs, wikis, and discussion boards
Due Date: Ongoing
Integrating technology, students will participate in online discussions, wikis and blogs regarding course content and
current information. Download Snagit (free services)
(a) Blast From the Past and (b) Wrap It Up Papers
Due Date:
(a) Submit a 500 word paper that states your reflections on and addresses your current philosophy (beliefs and values) of
elementary physical education. You must include your own experiences, goal setting plans, and original thoughts. (b) Near the
end of the course, submit a 500 word summative paper (APA style) on physical education. Include course vocabulary and
content on how physical fitness, wellness, relaxation, and psychological well-being affect not only your students, but you as a
person and teacher. Reflect on your goal setting progress
PE Internet Project
Due Date:
Complete the project requirements and review and reflect on: www.letsmove.gov, choosemyplate.gov, and a website of your
choice. Complete the required project activities (include homepages - include content, rationale, application and reflection in
your summaries); select a childrens book on PE/Health (copy the cover) review and reflect; select two articles on PE/Health
Topic (include the article) review and reflect.

b.

Practical Application Experiences:

International Games Project - Cultural Integration
Due Date:
Research the game you were assigned; including type of game, brief rules, country of origin, history, and official web page.
Review the Passport2Play Teacher Guide, and prepare to share via wiki with your peers.
Fitness Gram Stations
Due Date:
In cooperative groups, plan and implement a station incorporating one of the components of fitness. The station activities
should be self-explanatory and sufficient without the aid of a teacher. Use visual aids and learning activities for 4-5 minutes of
activities. A copy of your station including visual aide, standards addressed, and benefit of activity will be provided to
colleagues. This activity will be peer evaluated. HFZ (Healthy Fitness Zone) standards and district/school fitness testing data will
also be required and analyzed. A summary of the process and wiki posting of the group poster is required.
Equipment Catalog Shopping Spree!
Due Date:
You are a new elementary school teacher and have $500.00 to spend on PE equipment. Complete the spreadsheet including
company name, website, contact information, item name, quantity, tax, and total. A rationale of your particular item choices,
thumbnail images, and a one page reflection on the process are also required.
Individual Lesson Presentation
Due Date:
Students will present and submit one formal lesson plan. Copies of your lesson are expected to be provided for each class
member online and included in the ePortfolio. Equipment and supporting materials necessary for lesson delivery must be
taken into consideration. Select a developmentally appropriate activity from the textbook addressed to a particular grade
level K-6. Be prepared to give assessment information on your lesson class (approximate duration is 10-15 minutes). A
summary of the entire lesson presentation process is required for your notebook.

c.

Support Materials and Resources

Physical Education e-Portfolio Resource
Due Date:
(See checklist in syllabus) Through an e-Portfolio, students will retain and present files of the PE Standards, Framework (pdf
files), lecture notes, handouts, assignments, lesson plans, and other course materials in an organized, orderly manner according
to topics. Include evidence of all lesson plans presented in class (e-file, pdf files) and one written summary critique including a
reflection on the lessons presented and possible classroom application scenarios. All electronic material must be submitted to
the instructor during the resources notebook appointment. Late materials will not be accepted. This is intended to be a
resource for YOUR use! Be creative and organized!!
Class Participation
Due Date: Ongoing
Students are expected to be present at and contribute to the class via discussions, activities, course work, and projects, etc.
You are expected to be a present, involved, engaged, inquiring, imaginative, communicating, thinking, contributing,
responsible, reliable, respectful, and active member of this learning community!

OUTLINE OF COURSE TOPICS

MODIFICATIONS OF SYLLABUS MAY BE MADE ANY TIME BY THE INSTRUCTOR. BRING TEXT & PE STANDARDS TO CLASS

Week 1
WELCOME

Welcome and introductions; inclusion activities; syllabus review, course

expectations
DUE NEXT WEEK: Read Chapter 1; Blast From the Past Reflection;
bring a copy of the Calif. Physical Education Content Standards K-6 and
the Calif. Physical Education Framework pdf files (CDE Website and Blackboard); PE
Resources due Week 3; Teachers Guide for documentary Fat Like Me

Week 2

1. What is Physical Education?

Review standards; MVPA; FITT Principle; determining heart rates; discuss reflections;
Film: Fat Like Me and discussion
DUE NEXT WEEK: Read Chapter 2; PE Resources packet; Film Blog

Week 3

2. Motor Development and Motor Learning for Children;

PE Resources packet; Developmental domains; fundamental motor skills; Performance
Level Groups for next week
DUE NEXT WEEK: Read Chapter 3; Performance Levels

Week 4

3. Movement Components and Skill Development;

Movement Map; body and space awareness; Performance Levels Presentations
DUE NEXT WEEK: Read Chapter 4; Bring in a copy of district and schools fitness
(CDE Website); Blog on Performance Levels; Quiz 1 Ch. 1-3 (online)

Week 5

4. Exercise Concepts and Fitness Education;

Role of classroom teacher as fitness educator; Fitness Gram Physical Fitness
Assessment; analysis of district/school results;
DUE NEXT WEEK: Read Chapter 5, Fitness Stations

Week 6

5. Planning for Children with Diverse and Special Needs;

Fitness Stations; Understanding and adapting to disabilities; specialized terms; Film
clip on Temple Grandin from The Woman Who Thinks Like a Cow BBC Documentary
DUE NEXT WEEK: Read Chapters 6 and 7; Fitness Blog; Blogs on film clips

Week 7

6/7. Physical Education Curriculum / Managing & Teaching PE Lessons

Components of a quality program; evaluation and assessment of student
performance; Into, Through and Beyond; organizing and teaching the lesson;
lesson objective; checking for understanding, midterm review
DUE BY WEEK 9: Quiz 2 Ch. 4-7 (online);
DUE BY WEEK 10: Equipment Catalog Shopping Spree

Week 8 H

MIDTERM EXAM (online)

DUE NEXT WEEK: Read Chapter 8; Complete the draft of your Lesson Plan

Week 9

8. Curriculum Integration in the Classroom;

Multiple Intelligences; differentiating instruction; integrating academics with PE;
International Games Project (due week 13)
DUE NEXT WEEK: Read Chapter 9; Lesson presentations begin (post copies on wiki)

Week 10

9. Motivating Children to Be Physically Active;

Equipment Shopping Spree; intrinsic/extrinsic motivation; cooperative skills; game skills;
cooperation and competition; modification of activities; lead-up games
DUE NEXT WEEK: Read Chap. 10; lesson presentations continue;

Week 11

10. Sociological Aspect of Children Moving; Lesson presentations begin; nature vs.
nurture; parenting styles; diversity; social skills
DUE NEXT WEEK: Ch. 8-10 (online); read Chapters 11 & 12; lesson presentations
continue

Week 12

11. Creating a Physically Safe Movement Environment;

12. Recess as Quality Movement Time;
Lesson presentations; legal liability, supervision, and safety; types of negligence;
facilities, equipment, and supplies; Film: School House Bullies and discussion
DUE NEXT WEEK: International Games Project; Blog on Supervision

Week 13

Lesson presentations; International Games Projects presented; sign up for ePortfolio

appointments
DUE: Wrap It Up paper due in 2 weeks

Week 14H

HYBRID SESSION we do not meet in class. Additional time to work on remaining

assignments
DUE NEXT WEEK: Wrap It Up paper (APA)

Week 15

Wrap It Up papers due (APA); Online course review and evaluation

DUE BY NEXT WEEK: Quiz 3 (online 20 pts.); course evaluations (online);
Resource e-Portfolio

Week 16

Individual Appointments for e-Portfolio Presentation

ALL ASSIGNMENTS MUST BE COMPLETED PRIOR TO YOUR APPOINTMENT!
LATE WORK WILL NOT BE ACCEPTED.
BRING YOUR LATOPS/TABLETS AND EVIDENCE OF NOTE-TAKING IN CLASS
(you may bring yor notebook, binders, etc)

COURSE POLICIES
CLASSROOM DISRUPTION POLICY
Students are expected to participate in a civil and appropriate manner. Examples of inappropriate behaviors
include but are not limited to the following: Disengaged, Disinterested, Disrespectful, Disruptive, Defiant,
Disturbed (Student Incivility: Gonzales & Lopez). Behaviors that fall into these categories impede the teaching and
learning processes for all and cannot be permitted. Learned disagreement with the instructor does not itself
constitute incivility. Classroom disruption may result in dismissal from the course.
STUDENTS WITH DISABILITIES/SPECIAL NEEDS
A student who has a disability/special need that might hinder or prevent demonstration of her/his abilities
should discuss this with the instructor at the first class meeting, and meet with an appropriate ULV academic
advisor. The goal is to ensure full participation and completion of course requirements.
GRADING
The grading policy outlined in the ULV Catalog will be followed:
A work evidences exceptional quality. Comprehensive knowledge and mastery of course content as
well as oral/written work is reflected through assignments that exceeds instructors expectations.
B work evidences acceptable quality, although more than one aspect of assignments fall short of the
instructors expectations. Oral/ written expression meets the minimum expected standard required of
an educator.
C work evidences inferior quality, barely meeting minimal expectations for credit. Oral/written work
does not meet the instructors expectations, and falls short of the minimum expected standard required
of an educator.
Any student not meeting the criteria for a C grade will fail the course.
University of La Verne Attendance Policy: Your participation in this course demonstrates your
commitment to the education field. Your understanding of the content and your participation in
course activities with your peers are vital to your on-going learning. Your attendance affects your
grade. Any student who misses 20% or more of class time shall receive either a failing grade or an
INC grade (incomplete) at the discretion of the instructor and consistent with the policies outlined
in the ULV catalog
Please note that you will not normally be granted an extension of time to complete work
Incomplete grades (INC) are authorized only when it is impossible for the student to complete the course
because of illness or other justifiable cause, and only with a formal written petition (available from the
Registrar) from the student to the professor which is approved before the end of the term.
In Progress grades (IP) are reserved for those directed studies, independent studies, field work courses,
senior projects, and graduate culminating activities where the contract at the time of registration specifies a
date of completion which is beyond the end of the term of registration.
A Withdrawal (W) may only be granted during the first 60% of a term.
A grade change may only be granted: (a) within four weeks after the original grade was issued; and (b) if the
original grade was posted in error at the time it was issued; and (c) the revised grade is officially reported by
the instructor to the Registrar.
Please note that a 3.0 GPA is required by the teacher credential professional preparation program, and
that a B or higher is required for each fieldwork practicum.
Professional Dispositions

As students and professors in the University of Lavernes education department, we agree to the
following dispositions, and work toward improving and modeling the following characteristics on a
daily basis:

Intellectual Commitment
Emotional Maturity
Socio-Cultural Competence
Ethical Behavior
Advocacy

Respect
Empathy
Responsibility
Academic Honesty
Commitment to Professional
Development

**Academic Honesty: Each student is responsible for performing academic tasks in such a way that
honesty is not in question. Unless an exception is specifically defined by an instructor, students are
expected to maintain the following standards of integrity: All tests, papers, oral and written
assignments, recitations, and all other academic efforts are to be the work of the student presenting
the material. Please refer to the student catalog p. 57-58 Academic Honesty section, for complete
expectations and consequences.
HOW TO DO WELL IN THIS COURSE
Be on time. The class will begin promptly so please be respectful to everyone by arriving on time.
Attend every scheduled class period and remain in class for the scheduled time. Classes are not merely
reviews of the reading. Classes are comprised of lectures, discussions, individual activities and group
projects. Students are not eligible to pass the class if they miss class sessions. If an emergency should
arise and you cannot attend class, you must get a hold of me at least 1 hour before the start of class.
Check the course Blackboard site at least three times per week to check for announcements, updates,
attachments, etc.
Establish one or more study buddies and agree to take notes, collect handouts and assignments for
one another in the event of an emergency in which one of you needs to miss a class unexpectedly. It is
not your professors responsibility to keep track of what you may have missed during an absence, and
there is no guarantee that whatever was handed out during one session will necessarily be available
again
Submit your work on time! Work submitted after the due date will result in a lowered grade. Late
work submitted past 3 days of the due date will not be accepted. Staple your pages together in the
upper left-hand corner prior to submitting them.
All written work will be graded on content (i.e. concept, development, and clarity), organization of ideas
(i.e. logic, order, and cohesion), and the mechanics of English (i.e. articulation, spelling, punctuation,
grammar, and format style), and judged by the standards indicated in the grading section above.
It is suggested that you exchange papers with another person and/or seek assistance at the Learning
Enhancement Center for proofreading prior to submitting it to your instructor
Review your class notes. Learn the language of your topic, and think critically about how you can apply
the information. Organize your notes and materials. Organize your thoughts. Organize your time.
Please do not use your cell phone in class! This includes text messaging! If an emergency arises, please
take the call outside the classroom.
Ask questions and ponder out loud. Many great ideas spring from simply wondering about something.
Incorporate a personally active, healthy lifestyle and enjoy the journey!

INTERNET SITES FOR PHYSCIAL EDUCATION/HEALTH/WELLNESS

HEALTH INFORMATION

Lets Move
USDA Homepage
Fitness Link
Human Kinetics
Kids Health
Shape Up America
Stay Healthy Site
Healthy People 2010
Presidents Challenge

www.letsmove.gov
www.choosemyplate.gov
www.keepgyminschool.com
www.humankinetics.com
www.kidshealth.org/index2html
www.shapeup.org
www.stayhealthy.com
www.health.gov/healthpeople/
www.indiana.edu/~preschal/

ORGANIZATIONS/INFORMATION/CURRICULUM IDEAS

American Diabetes Association

American Heart Association
Center for Disease Control and
Prevention
Cooper Institute of Aerobic Research
(Fitnessgram Assessment)
California Governors Council on
Physical Fitness and Sports
U.S. Department of Health and
Human Services
U.S. Department of Education
California Department of Education
(Data Quest)
AAHPERD (American Alliance for
Health, PE, Recreation, and Dance)
NASPE (National Association for
Sports and Physical Education
California Teachers Association
National Coalition for Promoting
Physical Activity
Sports, Play, and Active Recreation
For Kids (SPARK)
Character Counts
Victory with Honor Program
Action for Healthy Kids
ADDITIONAL WEB SITES AND APPS:

www.diabetes.org/
www.heart.org
www.cdc.gov
www.cooperinst.org/
www.calfit.ca.gov/
www.us.dhhs.gov/
www.cde.ca.gov/
www.cde.ca.gov/
(www.cde.ca.gov/dataquest)
www.aahperd.org
www.aahperd.org/naspe/
www.cta.org
www.al.com/ncppa
www.sparkpe.org
www.charactercounts.org/sports
www.actionforhealthykids.org

EDUC 330 e-PORTFOLIO RESOURCE CHECKLIST - 100 POINTS

TITLE YOUR SECTIONS AND ARRANGE YOUR E-FILES WITH THESE 10 TAB HEADINGS/CONTENT
SECTION 1 Course Content
____ Course Syllabus
____ California PE Standards
____ California PE Framework (pdf file)
SECTION 2 - Personal Reflections & Blogs
_____ Blast from the Past Paper
_____ Fitness Station Reflection
_____ Wrap It Up Paper
_____ Copies of all of your course blogs & wikis
SECTION 3 - Coursework
_____ Misc. assignments
_____ Handouts (including Blackboard pdf files)
_____ Class Notes (evidence of note taking in class via notebook, scans, or photos)
SECTION 4 - Fitness Information (from Station assignments)
_____ Overview information and all Blackboard pdf files
_____ CDE Fitness Gram Assessment Data
_____ ALL Station Posters/Information (from Wiki)
_____ Peer Assessment Results
_____ Clark Motor Skills Inventory
SECTION 5 - Lesson Plans
_____ Copies of ALL lesson plans presented in class
_____ Additional lessons gathered during your research
SECTION 6 - Web Sites (including those from Internet Project and International Games
Project)
_____ Lets Move and Choose My Plate homepages (screenshots, URL, and links)
_____ International Games Project sites used
_____ Additional web site homepages from Blackboard and assignments

SECTION 7 - Articles (this is from the Blackboard content as well as the Internet Project)
_____ Entire articles related to physical education / health. (Include complete articles
posted on Blackboard, as well as those shared and found during your research.)

SECTION 8 - Equipment Resources (from Shopping Spree)

_____ Written summary and order sheet
_____ Resource information (copy of catalog cover or website)
SECTION 9 - PE/Health/Fitness Materials for children
_____ 1 page synopsis summary, reflection, book cover (from your Internet Project)
_____ Additional printed materials for children (comic books, videos, additional books, etc)
SECTION 10 - Other
_____ Additional research/information (data, Fat Like Me teacher guide, Passport2Play
Resources; SuperNutricia files; additional pdf files posted on Blackboard. Include files from
your own research, and those recommended by others.)

EDUC 330 CLASS DATES SPRING 2016

H = Hybrid Session (Work is done online - We do not meet in class)
Week

CRN 1253 - TUESDAYS

3:30 6:40 pm

February 2

16

23

March 1

SPRING BREAK

15

22

8H - Mid Term

29

April 5

10

12

11

19

12

26

13

May 3

14H

10

15

17

Final ePortfolio Appointments

24

Spring 2016 Semester (Feb. 1-May 29, 2016)

Feb 9, 2016 Last day to Register/Add classes Without a late fee

Feb 9, 2016 Last day to Drop any/all classes without late fee 100% tuition refund
Feb 10, 2016 Late Registration/Adds by appeal with $50 fee if approved. Must have instructors approval for a late
registration/add.
Feb 10, 2016 Withdrawal period beginsW will be reflected on transcript
Feb 10, 2016 Feb 16, 2016 Withdrawal period 75% tuition refund
Feb 15, 2016 Presidents Day
Feb 17, 2016 Feb 23, 2016 Withdrawal period 50% tuition refund
Feb 23, 2016 No refunds after this date
Mar 14 20, 2016 Spring Break
Mar 25, 2016 Good Friday
Apr 11, 2016 Withdrawal period ends **Students must submit an appeal to the appropriate appeal committee to withdraw after
this date
Apr 11, 2016 Last day to make grade option changes (Cannot be done via MyLaVerne)
May 23, 2016 Final Exams begin
May 30, 2016 Memorial Day
May 27-28, 2016 Commencement Weekend
May 29, 2016 Last day of the semester
Jun 6, 2016 Last day for faculty to submit grades