Adapted Lesson Plans. Learning Goals. Facility. Equipment List. Warm-Up

Size: px
Start display at page:

Download "Adapted Lesson Plans. Learning Goals. Facility. Equipment List. Warm-Up"

Transcription

1 Adapted Lesson Pans H&PE Curricuum Support Resources Ro and Toss Target Games with Tactica Soutions Learning Goas Refer to student s Individua Education Pan (IEP) to determine if modifications need to be made to the earning goas to achieve success. Faciity If a student has mobiity issues, this esson can be moved to an aternate ocation: indoors gymnasium, outdoors- tarmac. Equipment List (*Equipment required for this esson wi depend on modifications that are seected.) Variety of bas of various weights and sizes (e.g., beach bas, beanbags, foam bas) [A]/ [CP]/ [W] Scoop or acrosse stick Ba with rope attached Hockey stick or tennis racquet [A] Chair [CP] Sma, heavy bas Ramp Chair [D] Audio visua materias (e.g., fash cards, posters) Chart paper and marker Warm-Up Encourage accuracy rather than distance. Provide arger targets. Reduce the number of obstaces around the targets or eiminate obstaces a together. Aow the student to choose their own method of ocomotion. Demonstrate activity for student and use a check for understanding signa (e.g. thumbs up ). [A]/ [CP]/ [W] Increase the distance between targets to enhance movement space. Aow student to use a scoop or acrosse stick to assist in picking up bas. Fag [I] Chart paper and marker Bright cooured bas and targets [V] Fexibe, non-eastic rope Sound (beeping) equipment Bright cooured bas Bas with sound Wrist bes Tape and rope Ba with rope attached Bright cooured bas and targets [W] Tape and rope Mat Aow student to use a ba with a rope attached to reduce time spent retrieving bas. [CP] Aow additiona time for student to pan and execute movements. Provide heavier but smaer objects for throwing as student is ikey to have motor contro difficuties. [D] Use audio visua materias (e.g., fash cards, posters) for instructions. Use visua cues to signa to the group (e.g., use raised arm to Ophea I 2011 I Adapted Lesson Pans I ISBN I Page 1

2 Target Games with Tactica Soutions Ro and Toss Warm-Up continued... signa stop, roing wrists to signa continue or dropped fag to begin an activity). Ficker ights to signa to the group. (Check that there are no students with seizure disorder where fickering ights may trigger a seizure). [I] Repeat direction and use verba cues to keep student focused on activity. Provided brighty cooured bas and targets to keep student focused on the activity at hand. [V] Aow the student to throw underhand as overhand throws can be difficut to earn. Provide sound (beeping) equipment to assist student in ocating targets. Pace targets around the perimeter of the activity space to prevent student from tripping. Provide brighty cooured targets (if student has some vision). Aow a student heper to guide the student around the activity area by joining hands, hoding an ebow or attaching a fexibe, non-eastic rope. Give the student a guided tour of the paying area to aow them to fee the activity environment and memorize the ocation of important andmarks. Aow student to use a ba with a rope attached to reduce time spent retrieving bas. [W] Instruct the student to secure baance by hoding the frame with the non-throwing arm. Instruct the student to turn their wheechair to 90 degrees for maximum trunk rotation. Minds On See modifications from the Warm-Up activity. [D]/ [I] Aow extra time for student response. Dispay Success Criteria, discussion topics and student responses on chart paper. Action Modify the number of bas in the activity area at one time. Provide a variety of bas of various weights and sizes (e.g., beach bas, beanbags, foam bas). Modify the number of students on each team. Estabish a safe zone where the student cannot be eiminated. [A]/ [CP]/ [W] Provide an extra hoop area aong each side of the paying area to reduce the distance the eiminated payer has to trave. Use a taped circe or skipping rope secured to the foor rather than a hoop to aow student to trave in and out quicky and safey. Increase the size of the zones where eiminated payers are waiting to enhance movement space. Extend students reach with a foor hockey stick or tennis racquet to assist the student in retrieving bas. [A] Instruct a students to participate in the activity using ony one arm. [CP] Aow student with ow upper body strength to use a ramp to push a ba. [D] Demonstrate the activity for the student and check for a signa of understanding (e.g., thumbs up). Use visua cues to signa to the group (e.g., use raised arm to signa stop, roing wrists to signa continue or dropped fag to begin an activity). [I] Repeat direction and use verba cues to keep student focused on activity. Frequenty check for understanding. Provide bright cooured bas and targets to keep student focused on the task at hand. [V] Provide detaied cues when expaining the activity and target positions. Instruct students to wear wrist bes to identify their ocation. Provide bas that make sounds when they are thrown. Ophea I 2011 I Adapted Lesson Pans I ISBN I Page 2

3 Target Games with Tactica Soutions Ro and Toss Action continued... Use a taped circe or skipping rope secured to the foor rather than a hoop to prevent student from tripping. Aow a student heper to guide student around the activity area by joining hands, hoding an ebow or attaching a fexibe, non-eastic rope. Provide sound (beeping) equipment to assist the student in ocating targets and important andmarks. Give the student a guided tour of the paying area to aow them to fee the activity environment and memorize the ocation of important andmarks. Consoidation [D]/ [I] Aow extra time for student response. Dispay Success Criteria, discussion topics and student responses on chart paper. Coo-Down [A]/ [CP] Invite student to perform stretching activities whie hoding onto the back of a chair for support. Instruct students to perform stretching activities whie sitting on the foor. [D] Demonstrate activity for student and use check for understanding signa (e.g., thumbs up ). Provide bright cooured bas and targets (if student has some vision). [W] Aow student with ow upper body strength to use a ramp to push a ba. [I] / [V] Instruct partner to announce and/or expain stretching exercises. [W] Encourage the student to use the wheechair as part of the movement when performing stretches (e.g., twist into the wheechair or stretch up over the side). Invite student to transfer to the foor and perform stretching exercises whie sitting on a mat. Ideas for Extension See modifications from the Action activity. Notes to Teacher Assign a student heper to provide support during activities. Change student hepers often to aow student heper to participate in the activity. Ophea I 2011 I Adapted Lesson Pans I ISBN I Page 3

4 Target Games with Tactica Soutions Ro and Toss Corresponding H&PE Curricuum Support Resource Ophea I 2011 I Adapted Lesson Pans I ISBN I Page 4

5 Target Games with Tactica Soutions Lesson 2 of 3 40 Minutes Curricuum Expectations A1.1, A3.1, B1.3, B1.4, B2.3 Movement Competence, Active Living Ro and Toss Learning Goas By the end of this esson, students wi be abe to: demonstrate an understanding of the three phases of movement of aim and accuracy when attempting to successfuy send objects to a target using various tactica soutions activey and safey participate in program activities. Faciity Fied or open space Safety Requirements Refer to the Ontario Physica Education Safety Guideines - Eementary Curricuar Modue, Movement Activities for Primary Grades activity page. Equipment List 4 arge hua hoops soft skin bas (1 per student) 16 pyons targets (pins, pastic bottes) (1 per student) pencis (1 per student) Tape Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Teacher Resource 2: Aim and Accuracy Checkist Resource 1: Exit Card Warm-Up s wi graduay increase their heart rate by participating in the foowing activity. Target Mania Outine the boundaries used for the activity area. Give each student a soft skin ba. Have students move around the activity area using different ocomotor movements. Pace various targets on the wa and on the ground. (e.g., pastic bottes). Set up severa obstaces with each target. s must try to avoid obstaces whie trying to hit target. On the signa, have students throw their ba however they choose at three different targets then continue to move around the activity area. Repeat. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no I Page.TG.b.9

6 Target Games with Tactica Soutions Ro and Toss Lesson 2 of 3 Minds On Share and carify the esson Learning Goas with the students. Using the Think Pair Share Strategy (see Appendix), instruct students to identify factors that wi hep them to send an object accuratey at a target. Invite students to share their ideas with the cass and provide verba feedback. A&E Teacher observation with feedback of students abiity to demonstrate knowedge and appication of the Success Criteria for Sending an Object at a Target to successfuy hit their target Using the Think Aoud Strategy (see Appendix), share the Success Criteria for Overhand Throwing. Preparation Phase Focus on the target. Keep eyes in the direction that the ba is to trave. Execution Phase Step with foot opposite the throwing arm so that it s in ine with intended target. Foow-Through Phase Foow through toward target. Discuss with students the strategies they used to successfuy hit the targets, whie avoiding obstaces. Manipuating an object with spins/turns to avoid obstaces. Varying proximity in reation to target. Varying force in reation to target. Communicating with teammates. Target Mania Briefy pay again so students can incorporate Success Criteria for Sending an Object at a Target identified during the Minds On. Action A&E Ro and Toss (see Fig. 1) Create a rectanguar activity area. Pace one arge hua hoop in each corner or two hoops in each end. Scatter four arge pyons in each end (targets). Divide the students into two teams and each team goes to one side of the paying area. Using six to eight soft skin bas, students ro the bas to the other side and try to hit the pyons. Pyons can be guarded by a student. Once a pyon has been knocked over, it shoud be removed from the paying area. Teams who knock over a four pyons win. s can aso ro the bas to hit their opponents feet with the bas to eiminate defenders. s can jump and dodge to avoid the bas. If a ba hits a student s feet, he or she goes to the opposite side and stands in the hoops. To return to their side, the student must catch a ba thrown over the heads of the other team. When a ba is caught, the student returns to his or her own side. Encourage teams to work together to get their payers back into the game as quicky as possibe. Teacher observation with anecdota writing of students demonstration of active participation and socia skis incuding cooperation and safety in arge group pay using Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Teacher observation with verba feedback of students demonstration of required skis and strategies using Teacher Resource 2: Aim and Accuracy Checkist Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no I Page.TG.b.10

7 Target Games with Tactica Soutions Ro and Toss Lesson 2 of 3 Action - continued... Fig. 1 Ro and Toss Consoidation Gather students in and ask what types of strategies were used during the activity to bock targets and aim at targets that were bocked. s continue to pay. Provide each student with a copy of Resource 1: Exit Card and have them compete it independenty. A&E Teacher observation with verba feedback of student s sef-assessment and knowedge demonstrated through Exit Card s sef-assess their eve of physica activity during the esson using the Thumbs-Up Strategy (see Appendix). Coo-Down s graduay decrease their heart rate to a resting rate by participating in the activity beow. s shoud aso stretch the body parts that have been active throughout the esson. See Appendix for stretches. Partner Stretch s work in pairs to ead each other in a series of stretches to coo down. Each partner takes a turn eading. Ideas for Extension In a arge-group discussion, ask students to brainstorm ways in which they coud chaenge themseves during the activity. Ask students to record their responses on a piece of paper and have them switch with a partner to try to incude one of the chaenges into their game pay. Next Steps s wi continue refine sending skis, adjusting for force to be within scoring range when sending an object whie avoiding obstaces and bocking opponents. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no I Page.TG.b.11

8 Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Movement Competence, Active Living Target Games with Tactica Soutions Cass: Specific Expectations (Page 1 of 2) appy reationship and socia skis as they participate in physica activities, deveop movement competence, and acquire knowedge and skis reated to heathy iving to hep them interact positivey with others, buid heathy reationships and become effective team members A1.1 - activey participate in program activities, according to their capabiities, whie appying behaviours that enhance their readiness and abiity to take part [PS, IS] A3.1 - demonstrate behaviours and appy procedures that maximize their safety and that of others in a variety of physica activity settings [PS, IS] Success Criteria 1.4 Reationship and Socia Skis Shows consideration for others Accepts eadership Gives and accepts assistance Coaborates with others A1.1 Active Participation Demonstrates readiness and abiity to take part Participates activey in a physica activities A3.1 Safety Monitors their own actions to ensure safety Appies safety rues and safety procedures whie participating in a variety of physica activities Ethan Demonstrates readiness, accepted eadership task of eading warm-up, recognized safety risks. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no I

9 Teacher Resource 1: Active Living and Living Skis Anecdota Recording Chart Movement Competence, Active Living Target Games with Tactica Soutions (Page 2 of 2) Cass: Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no I

10 Teacher Resource 2: Aim and Accuracy Checkist Movement Competence, Active Living Target Games with Tactica Soutions Ro and Toss Cass: (Page 1 of 1) Specific Expectations B1.4 - demonstrate an understanding of the phases of movement whie participating in a variety of physica activities in order to refine skis [PS] B2.3 - appy a variety of tactica soutions to increase chances of success as they participate in physica activities [IS, CT] s Jasmine B1.4 Underhand Throw Preparation: Focus on the target Appication Keep eyes in the direction that the ba is to trave Execution: Step with opposite foot so that it s in ine with intended target Ba thrown in front of the body. Foow-Through: Foow through toward target Reease ba at weight height Success Criteria B2.3 Strategies Appication The student is abe to demonstrate their abiity to manipuate an object with spins/turns to avoid obstaces Varies proximity in reation to target Varies force of object sent in reation to target Communicates with team mates Got It Sti Working on It Got It Working on It Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no I Page.TG.b.12

11 Resource 1: Exit Card Movement Competence, Active Living Target Games with Tactica Soutions Ro and Toss (Page 1 of 1) EXIT CARD : Date: Describe how you avoided defensive payers that were in the path of your target and how you bocked opponents from hitting target. Ophea I 2010 I H&PE Curricuum Support Resource I ISBN no I Page.TG.b.13

Making and marking progress on the DCSF Languages Ladder

Making and marking progress on the DCSF Languages Ladder Making and marking progress on the DCSF Languages Ladder Primary anguages taster pack Year 3 summer term Asset Languages and CILT have been asked by the DCSF to prepare support materias to hep teachers

More information

Using Voluntary work to get ahead in the job market

Using Voluntary work to get ahead in the job market Vo_1 Vounteering Using Vountary work to get ahead in the job market Job Detais data: {documents}httpwwwopeneduopenearnocw_cmid4715_2014-08-21_14-34-17_ht2.xm user: ht2 tempate: ve_pdf job name: httpwwwopeneduopenearnocw_cmid4715_2014-08-

More information

Precision Decisions for the Timings Chart

Precision Decisions for the Timings Chart PPENDIX 1 Precision Decisions for the Timings hart Data-Driven Decisions for Performance-Based Measures within ssions Deb Brown, MS, BB Stanisaus ounty Office of Education Morningside Teachers cademy Performance-based

More information

Unsupervised Large-Vocabulary Word Sense Disambiguation with Graph-based Algorithms for Sequence Data Labeling

Unsupervised Large-Vocabulary Word Sense Disambiguation with Graph-based Algorithms for Sequence Data Labeling Unsupervised Large-Vocabuary Word Sense Disambiguation with Graph-based Agorithms for Sequence Data Labeing Rada Mihacea Department of Computer Science University of North Texas rada@cs.unt.edu Abstract

More information

Lancaster Lane CP School. The Importance of Motor Skills

Lancaster Lane CP School. The Importance of Motor Skills Lancaster Lane CP School The Importance of Motor Skills What Are Gross Motor Skills? Good gross motor skills are required in order for muscles in the body to perform a range of large, everyday movements

More information

2.B.4 Balancing Crane. The Engineering Design Process in the classroom. Summary

2.B.4 Balancing Crane. The Engineering Design Process in the classroom. Summary 2.B.4 Balancing Crane The Engineering Design Process in the classroom Grade Level 2 Sessions 1 40 minutes 2 30 minutes Seasonality None Instructional Mode(s) Whole class, groups of 4 5 students, individual

More information

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15 Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments Plants Are Producers... 17 Producing a Producer... 19 The Part Plants Play...

More information

SESSION 2: HELPING HAND

SESSION 2: HELPING HAND SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.

More information

CROSS COUNTRY CERTIFICATION STANDARDS

CROSS COUNTRY CERTIFICATION STANDARDS CROSS COUNTRY CERTIFICATION STANDARDS Registered Certified Level I Certified Level II Certified Level III November 2006 The following are the current (2006) PSIA Education/Certification Standards. Referenced

More information

Function Tables With The Magic Function Machine

Function Tables With The Magic Function Machine Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within

More information

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS

TEAM-BUILDING GAMES, ACTIVITIES AND IDEAS 1. Drop the Ball Time: 10 12 minutes Purpose: Cooperation and healthy competition Participants: Small groups Materials needed: Golf balls, straws, tape Each small group receives 12 straws and 18 inches

More information

Getting Started with Deliberate Practice

Getting Started with Deliberate Practice Getting Started with Deliberate Practice Most of the implementation guides so far in Learning on Steroids have focused on conceptual skills. Things like being able to form mental images, remembering facts

More information

Sleeping Coconuts Cluster Projects

Sleeping Coconuts Cluster Projects Sleeping Coconuts Cluster Projects Grades K 1 Description: A story, an indoor relay race for pre-readers and new readers to demonstrate the benefits of doing Bible translation in cluster projects, and

More information

Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy

Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy Logistics: This activity addresses mathematics content standards for seventh-grade, but can be adapted for use in sixth-grade

More information

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent 2 months: Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent Coos, makes gurgling sounds Turns head toward sounds Pays attention to faces

More information

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING

ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING ALL-IN-ONE MEETING GUIDE THE ECONOMICS OF WELL-BEING LeanIn.0rg, 2016 1 Overview Do we limit our thinking and focus only on short-term goals when we make trade-offs between career and family? This final

More information

Teaching a Laboratory Section

Teaching a Laboratory Section Chapter 3 Teaching a Laboratory Section Page I. Cooperative Problem Solving Labs in Operation 57 II. Grading the Labs 75 III. Overview of Teaching a Lab Session 79 IV. Outline for Teaching a Lab Session

More information

Starting primary school

Starting primary school Starting primary school When children start in reception they will all be at different stages of their learning and skill development depending on their pre-school opportunities and their birthdate. The

More information

E NHANCING. Physical Education with a Supplemental Physical Activity Program MEGAN ADKINS MATTHEW R. BICE KATE HEELAN JAMES BALL

E NHANCING. Physical Education with a Supplemental Physical Activity Program MEGAN ADKINS MATTHEW R. BICE KATE HEELAN JAMES BALL E NHANCING Physical Education with a Supplemental Program 28 Volume 88 Number 8 october 2017 MEGAN ADKINS MATTHEW R. BICE KATE HEELAN JAMES BALL America Society of Health and Physical Educators, 2014).

More information

Cognitive Development Facilitator s Guide

Cognitive Development Facilitator s Guide Cognitive Development Facilitator s Guide Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies Utilized Sequence of Training By the end of this module,

More information

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade)

Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Lesson #1: Mapping the Nation s Capitol Name: Sarah Faszewski Cooperating Teacher: Dormire School: Magruder Elementary Audience: Primary (1st Grade) Standards: History and Social Science Standards of Learning

More information

School Physical Activity Policy Assessment (S-PAPA)

School Physical Activity Policy Assessment (S-PAPA) School Physical Activity Policy Assessment (S-PAPA) Monica A. F. Lounsbery, Ph.D. 1 Thomas L. McKenzie, Ph.D. 2 James R. Morrow, Ph.D. 3 Kathryn A. Holt, B.S. 1 1 University of Nevada, Las Vegas, Las Vegas,

More information

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE Department Physical Education Course Title Physical Education Extension Course Code 3747 Abbreviation P.E. Ext.

More information

Steps Before Step Scanning By Linda J. Burkhart Scripting by Fio Quinn Powered by Mind Express by Jabbla

Steps Before Step Scanning By Linda J. Burkhart Scripting by Fio Quinn Powered by Mind Express by Jabbla Steps Before Step Scanning By Linda J. Burkhart Scripting by Fio Quinn Powered by Mind Express by Jabbla About: Steps Before Step Scanning This is a collection of activities that have been designed to

More information

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty

On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty Argese 1 On May 3, 2013 at 9:30 a.m., Miss Dixon and I co-taught a ballet lesson to twenty students. In this lesson, we engaged the students in active learning and used instructional methods that highlighted

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Pre-vocational training. Unit 2. Being a fitness instructor

Pre-vocational training. Unit 2. Being a fitness instructor Pre-vocational training Unit 2 Being a fitness instructor 1 Contents Unit 2 Working as a fitness instructor: teachers notes Unit 2 Working as a fitness instructor: answers Unit 2 Working as a fitness instructor:

More information

Learning Lesson Study Course

Learning Lesson Study Course Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

More information

Bobbi Misiti 2201 Market Street Camp Hill, PA befityoga.com. Mysore Classes

Bobbi Misiti 2201 Market Street Camp Hill, PA befityoga.com. Mysore Classes Mysore Classes Mysore, what is that? Mysore is a place in Southern India where the founder of Ashtanga Yoga, Pattabhi Jois, and his teacher Krishnamacharya first started teaching Ashtanga Yoga. Classes

More information

Welcome to ACT Brain Boot Camp

Welcome to ACT Brain Boot Camp Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50

More information

Proudly Presents. The 36 th ANNUAL JURIED SPRING ART SHOW & SALE. April 7 15, 2018

Proudly Presents. The 36 th ANNUAL JURIED SPRING ART SHOW & SALE. April 7 15, 2018 Wilmington Art Association 36th Annual Juried Spring Art Show & Sale Prospectus Wilmington Art Association Proudly Presents The 36 th ANNUAL JURIED SPRING ART SHOW & SALE April 7 15, 2018 Hannah Block

More information

PROMOTION MANAGEMENT. Business 1585 TTh - 2:00 p.m. 3:20 p.m., 108 Biddle Hall. Fall Semester 2012

PROMOTION MANAGEMENT. Business 1585 TTh - 2:00 p.m. 3:20 p.m., 108 Biddle Hall. Fall Semester 2012 PROMOTION MANAGEMENT Business 1585 TTh - 2:00 p.m. 3:20 p.m., 108 Biddle Hall Fall Semester 2012 Instructor: Professor Skip Glenn Office: 133C Biddle Hall Phone: 269-2695; Fax: 269-7255 Hours: 11:00 a.m.-12:00

More information

SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission

SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission SANTA CLARA COUNTY OFFICE OF EDUCATION Personnel Commission CLASS TITLE: Paraeducator-Special Education DESCRIPTION OF BASIC FUNCTION AND RESPONSIBILITIES To assist teacher(s) and/or other certificated

More information

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

More information

Includes Activities for all ages CHALLENGE LEVEL 1. Explore STEM with

Includes Activities for all ages CHALLENGE LEVEL 1. Explore STEM with Take Our Daughters And Sons To Work Foundation Activity Guide Includes Activities for all ages CHALLENGE LEVEL 1 Explore STEM with WARNING: These STEM activities have been known to cause extreme excitement.

More information

Mission Statement Workshop 2010

Mission Statement Workshop 2010 Mission Statement Workshop 2010 Goals: 1. Create a group mission statement to guide the work and allocations of the Teen Foundation for the year. 2. Explore funding topics and areas of interest through

More information

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL

More information

Laura A. Riffel

Laura A. Riffel Laura A. Riffel laura.riffel@yahoo.com Behavior Doctor Seminars www.behaviordoctor.org Ann P. Turnbull turnbull@ku.edu Beach Center on Disability www.beachcenter.org Incorporating Positive Behavior Support

More information

ASSESSMENT TASK OVERVIEW & PURPOSE:

ASSESSMENT TASK OVERVIEW & PURPOSE: Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and

More information

The Abbey School Uniform Code From September 2016

The Abbey School Uniform Code From September 2016 The Abbey School Uniform Code From September 2016 This code has been written in line with DfE document School Uniform, Guidance for governing bodies, school leaders, school staff and local authorities,

More information

Past, Present, and Future Tenses. Language Presentation by Mark

Past, Present, and Future Tenses. Language Presentation by Mark Past, Present, and Future Tenses Language Presentation by Mark Present Tense I write. Present Tense Today, I visit the beach. Present Tense Shows an action that takes place now or is habitual. Past Tense

More information

COURSE NUMBER: COURSE NUMBER: SECTION: 01 SECTION: 01. Office Location: WSQ 104. (preferred contact)

COURSE NUMBER: COURSE NUMBER: SECTION: 01 SECTION: 01. Office Location: WSQ 104. (preferred contact) San Jose State University School of Music and Dance Topics in Jazz Dance I Fall 2015 Danc42A Jazz dance technique with the focus on the element of space DANC 42A KIN 42A COURSE NUMBER: 47133 COURSE NUMBER:

More information

Operations and Algebraic Thinking Number and Operations in Base Ten

Operations and Algebraic Thinking Number and Operations in Base Ten Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University

More information

SIMULATION CENTER AND NURSING RESOURCE LABORATORY

SIMULATION CENTER AND NURSING RESOURCE LABORATORY SIMULATION CENTER AND NURSING RESOURCE LABORATORY AWARDED ACCREDITATION 2014-2019 SIMULATION DESIGN BEST PRACTICES LEARNER CENTERED OBJECTIVES COLLABORATION QUALITY AND SAFETY CONFIDENCE AND COMPETENCY

More information

The Bruins I.C.E. School

The Bruins I.C.E. School The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words

More information

Increasing Student Engagement

Increasing Student Engagement Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,

More information

The Learning Tree Workshop: Organizing Actions and Ideas, Pt I

The Learning Tree Workshop: Organizing Actions and Ideas, Pt I The Learning Tree Workshop: Organizing Actions and Ideas, Pt I Series on Learning Differences, Learning Challenges, and Learning Strengths Challenges with Sequencing Ideas Executive functioning problems

More information

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes? String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

More information

Contents. Foreword... 5

Contents. Foreword... 5 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

More information

The Short Essay: Week 6

The Short Essay: Week 6 The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is

More information

Snow Valley Basketball Schools Westmont College, Santa Barbara, CA

Snow Valley Basketball Schools Westmont College, Santa Barbara, CA Snow Valley Basketball Schools Westmont College, Santa Barbara, CA The Snow Valley Basketball Schools are a great camp program for all ages. As the longest running basketball school of its kind, you'll

More information

UDL AND LANGUAGE ARTS LESSON OVERVIEW

UDL AND LANGUAGE ARTS LESSON OVERVIEW UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students

More information

Measurement. When Smaller Is Better. Activity:

Measurement. When Smaller Is Better. Activity: Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and

More information

Brain Breaks Collection for Self-Regulation in the Inclusive Classroom

Brain Breaks Collection for Self-Regulation in the Inclusive Classroom Rationale: Brain Breaks Collection for Self-Regulation in the Inclusive Classroom Self-regulation is one of the most important skills for academic and social success for students. According to the recent

More information

PART 1. A. Safer Keyboarding Introduction. B. Fifteen Principles of Safer Keyboarding Instruction

PART 1. A. Safer Keyboarding Introduction. B. Fifteen Principles of Safer Keyboarding Instruction Subject: Speech & Handwriting/Input Technologies Newsletter 1Q 2003 - Idaho Date: Sun, 02 Feb 2003 20:15:01-0700 From: Karl Barksdale To: info@speakingsolutions.com This is the

More information

PATROL OFFICER CQB. A u n i q u e C Q B c o u r s e f o r P o l i c e p e r s o n a l o n l y.

PATROL OFFICER CQB. A u n i q u e C Q B c o u r s e f o r P o l i c e p e r s o n a l o n l y. PATROL OFFICER CQB A u n i q u e C Q B c o u r s e f o r P o l i c e p e r s o n a l o n l y. DISCLAIMER 1. For Who - This Program is open for Law Enforcment, Military or Goverment entities only. 2. Vetting

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

TASK 2: INSTRUCTION COMMENTARY

TASK 2: INSTRUCTION COMMENTARY TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

More information

Characteristics of Functions

Characteristics of Functions Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

More information

QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides

QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll

More information

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

More information

Peaceful School Bus Program

Peaceful School Bus Program Peaceful School Bus Program Peaceful School Bus Program 2008 by Hazelden Foundation. All rights reserved. What are some common problems on school buses? Bullying Older students staking claim to certain

More information

CONTENTS. Getting Ready to Read: Anticipation Guide 2 Engaging in Reading: Visualizing 12. Generating Ideas: Adding Content (Pass It On) 18

CONTENTS. Getting Ready to Read: Anticipation Guide 2 Engaging in Reading: Visualizing 12. Generating Ideas: Adding Content (Pass It On) 18 Think Literacy: Subject-Specific Examples Technology, CONTENTS GRADE 7 Bridge Over the River Note: Review the following four approaches before beginning as they were designed to work most effectively when

More information

Here are some helpful steps to guide you in completing the Contributor s Form below:

Here are some helpful steps to guide you in completing the Contributor s Form below: INSTRUCTIONS SSP ELEPHANT EXHIBIT DESIGN CONTRIBUTOR S FORM Here are some helpful steps to guide you in completing the Contributor s Form below: Step 1: Create a profile of your elephant facility for the

More information

What s Different about the CCSS and Our Current Standards?

What s Different about the CCSS and Our Current Standards? The Common Core State Standards and CPM Educational Program The Need for Change in Our Educational System: College and Career Readiness Students are entering into a world that most of us would have found

More information

172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8.

172_Primary 4 Comprehension & Vocabulary-7th Pass 07/11/14. Practice. Practice. Study the flyer carefully and then answer questions 1 8. omprehensi on & Vocabulary Primary Comprehensi abulary Primary Comprehension & Vocabulary Primary Comprehe y Primary Comprehension & Vocabulary Primary Comprehension & Vocabulary Primary Com Comprehension

More information

Lesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations.

Lesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. The Lighthouse- 1 To understand the features of a report To create an orientation and suitable heading Opening Using a selection of

More information

use different techniques and equipment with guidance

use different techniques and equipment with guidance Stage 3: Course outline / OVERALL Technology SCHEME MYP 1, 2, 3 Sharing interim objectives Term 1 MYP 1 MYP 2 MYP 3 Unit topic Inventing & Inventors Everyday Inventions Design Technology: Product Design

More information

Valparaiso Community Schools IHSAA PRE-PARTICIPATION PHYSICAL EVALUATION SCHOOL:

Valparaiso Community Schools IHSAA PRE-PARTICIPATION PHYSICAL EVALUATION SCHOOL: 2431 F1/page 1 of 5 Valparaiso Community Schools IHSAA PRE-PARTICIPATION PHYSICAL EVALUATION SCHOOL: HISTORY DATE: Name: Phone ( ) Address: City: Zip: Sex: Age: Date of Birth: Grade: Personal Physician:

More information

Function Number 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into

Function Number 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into Function Essential Functions EMT PARAMEDIC 1 Work as part of a team. Thorough knowledge of theoretical procedures and ability to integrate knowledge and performance into practical situations is critical.

More information

RESOLVING CONFLICTS IN THE OFFICE

RESOLVING CONFLICTS IN THE OFFICE ERI Safety Videos Videos for Safety Meetings 2707 RESOLVING CONFLICTS IN THE OFFICE Leader s Guide 2007 Marcom Group Ltd. Background Conflict in the workplace is inevitable. Anytime two or more individuals

More information

Creation. Shepherd Guides. Creation 129. Tear here for easy use!

Creation. Shepherd Guides. Creation 129. Tear here for easy use! Shepherd Guides Creation Creation 129 SHEPHERD GUIDE Creation (Genesis 1 2) Lower Elementary Welcome to the story of Creation! As the caring leader of your small group of kids, you are an important part

More information

THE REFLECTIVE SUPERVISION TOOLKIT

THE REFLECTIVE SUPERVISION TOOLKIT Sample of THE REFLECTIVE SUPERVISION TOOLKIT Daphne Hewson and Michael Carroll 2016 Companion volume to Reflective Practice in Supervision D. Hewson and M. Carroll The Reflective Supervision Toolkit 1

More information

Cincinnati Country Day Middle School Parents Athletics Handbook

Cincinnati Country Day Middle School Parents Athletics Handbook Cincinnati Country Day Middle School Parents Athletics Handbook 8/14/2016 Table of Contents: Introduction:... 1 CCDS Motto, Character Virtues, and Code of Conduct:... 1 7th & 8th Grade Athletic Code:...

More information

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%)

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Student Name: PPL 3OQ/P - Summative Project (8%) Task 1 - Time and Stress Management Assignment Objective: To understand,

More information

Consequences of Your Good Behavior Free & Frequent Praise

Consequences of Your Good Behavior Free & Frequent Praise Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often

More information

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal) 1 4455 will notify the teacher when angry (words, signal) 2 4456 will use appropriate language to ask for help when frustrated 3 4457 will use appropriate language to tell a peer why he/she is angry 4

More information

Earl Grey School. February, 2016

Earl Grey School. February, 2016 Earl Grey Phone 204-474-1441 Earl Grey Web Site: www.winnipegsd.ca/schools/earlgrey Earl Grey School February, 2016 Dear Parents/Guardians, Just a reminder to any parents interested in attending our Gr.

More information

Lesson Plan Art: Painting Techniques

Lesson Plan Art: Painting Techniques Lesson Plan Art: Painting Techniques Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms texture plates, sponges and salt, and that they add detail to

More information

WELCOME PATIENT CHAMPIONS!

WELCOME PATIENT CHAMPIONS! WELCOME PATIENT CHAMPIONS! 1. MUTE YOUR COMPUTER 2. DIAL INTO THE CONFERENCE LINE: 1-866-814-9555 a. Conference code: 5695726185 3. If you have questions, use the chat box. We will get started soon. Facilitating

More information

Occupational Therapy and Increasing independence

Occupational Therapy and Increasing independence Occupational Therapy and Increasing independence Kristen Freitag OTR/L Keystone AEA kfreitag@aea1.k12.ia.us This power point will match the presentation. All glitches were worked out. Who knows, but I

More information

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Reading Mini-Lesson Plans Week: March 11-15 Standards: RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently,

More information

Experience Corps. Mentor Toolkit

Experience Corps. Mentor Toolkit Experience Corps Mentor Toolkit 2 AARP Foundation Experience Corps Mentor Toolkit June 2015 Christian Rummell Ed. D., Senior Researcher, AIR 3 4 Contents Introduction and Overview...6 Tool 1: Definitions...8

More information

WE ARE DELIGHTED TO LAUNCH OUR OWN CUSTOM-BUILT PCN elearning PLATFORM, WHICH INCORPORATES A COMPREHENSIVE 6 MODULE ONLINE TRAINING PROGRAM.

WE ARE DELIGHTED TO LAUNCH OUR OWN CUSTOM-BUILT PCN elearning PLATFORM, WHICH INCORPORATES A COMPREHENSIVE 6 MODULE ONLINE TRAINING PROGRAM. elearning PLATFORM Project Cargo Network is an ISO 9001 (Quality Management) and ISO 14001 (Environmental Management) certified organisation established in August 2010 to provide heavy lift and project

More information

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15 Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments School Supplies... 17 A Place to Call Home... 21 Paste Up Habitats... 37

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

Why Misquitoes Buzz in People s Ears (Part 1 of 3)

Why Misquitoes Buzz in People s Ears (Part 1 of 3) Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1

More information

Adaptations and Survival: The Story of the Peppered Moth

Adaptations and Survival: The Story of the Peppered Moth Adaptations and Survival: The Story of the Peppered Moth Teacher: Rachel Card Subject Areas: Science/ELA Grade Level: Fourth Unit Title: Animal Adaptations Lesson Title: Adaptations and Survival: The Story

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

Lesson Plan. Preliminary Planning

Lesson Plan. Preliminary Planning Lesson Plan Date: 01.20.15 Subject: Social Studies Grade Level: 7th Time Needed: 20 Mins. Preliminary Planning Topic/Central Focus: Examining the history and significance of the Day of the Dead Mexican

More information

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1 P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,

More information

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

HOLY CROSS CATHOLIC SCHOOL SCHOOL INFORMATION PROFILE 2015/2016 SCHOOL YEAR

HOLY CROSS CATHOLIC SCHOOL SCHOOL INFORMATION PROFILE 2015/2016 SCHOOL YEAR HOLY CROSS CATHOLIC SCHOOL SCHOOL INFORMATION PROFILE 2015/2016 SCHOOL YEAR SCHOOL INFORMATION PROFILE Facility Profile Date: November 21, 2016 School Name Holy Cross Catholic School Street Address 18

More information

The Ontario Curriculum

The Ontario Curriculum The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9

More information

Unit 14 Dangerous animals

Unit 14 Dangerous animals Unit 14 Dangerous About this unit In this unit, the pupils will look at some wild living in Africa at how to keep safe from them, at the sounds they make and at their natural habitats. The unit links with

More information

Kougar Kamp Basics. Early Bird Registration. Drop-off/Pick-up:

Kougar Kamp Basics. Early Bird Registration. Drop-off/Pick-up: 2017 Kougar Kamps Kougar Kamp Basics Kougar Kamps offer your kamper the ultimate summer experience! R-K is offering four weeks of full or half-day summer camps from Monday through Thursday. Our camps are

More information

Centennial Middle School (CMS) Design Advisory Team (DAT)

Centennial Middle School (CMS) Design Advisory Team (DAT) Centennial Middle School (CMS) Design Advisory Team (DAT) Project No: 281.003 Meeting Date: 11-01-10 Issue Date: 11-29-10 Page: 1 of 4 MEETING MINUTES Project: Boulder Valley School District - Centennial

More information

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students

More information

UNDERSTANDING DECISION-MAKING IN RUGBY By. Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby.

UNDERSTANDING DECISION-MAKING IN RUGBY By. Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby. UNDERSTANDING DECISION-MAKING IN RUGBY By Dave Hadfield Sport Psychologist & Coaching Consultant Wellington and Hurricanes Rugby. Dave Hadfield is one of New Zealand s best known and most experienced sports

More information