(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a "traceroute" program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce?

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

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The last attempt I made to map my traceroute produced the failed results above! I was able to map a traceroute from New Zealand during class time, but have been unable to reproduce another map since.

The following is a traceroute from my (chris) IP to the Israeli Tourist Board using Neotrace: http://www.goisrael.com/tourism_eng

Israel is a first world nation with a high technology infrastructure. In other countries, particularly those of the third world, national tourism agencies may have their server located in other, Western nations. One such example is the tourism agency of Brazil (http://www.visit-palestine.com/), whose domain appears to be registered in Miami. Although a relatively well to do country with a modest technology sector, the Brazilian government may lack the infrastructure resources or expertise necessary to host web services for their own government. This may appear misleading, but it facilitates commerce by allowing for specialization by region. If Brazil, or some business located in Brazil, could not establish their connection with outside sources, they may very likely lack a presence on the internet. The international nature of this web based network ensures that multiple partners share the

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responsibility of establishing and maintaining sites and connections. This dispersion in turn lessens the likelihood of systemic failure, which would be more likely if the entire infrastructure was monopolistic in nature, controlled by a small cartel.

Home Configuration: 76.173.142.84 (IP), cable modem with Time Warner, 674.7 Kbps (Bandwidth download test by CNET) CSUN Configuration: (IP)

Web filtering software limits a user’s access to various websites. They are typically installed on business, government, school, and home servers, restricting content from those sites deemed undesirable by server administrators. Operationally, filters most commonly block URLs defined by administrators by specific addresses or content areas through keyword exclusion. Filtering software often includes options to blanket those sites which address content areas normally deemed objectionable, such as explicit material considered at odds with the philosophy of administrators. For an example, a filtering program installed on a school server would likely restrict sites that display discuss or display sexually explicit material.

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctives : Study your school website and discuss school history,

distictives and goals. Geography: Describe your campus and its community using satellite photos

and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

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Above is a screen capture of a description of The help Group, and the students served. The help group is one of the most diverse learning institutions I have ever seen with ages ranging from 4yrs too 21yrs. All major ethnic groups who reside in America are represented, and the socio-economics varies dramatically as well. Some students require public assistance to attend the school, while others are the children of very wealthy and powerful people in Southern California.

There was a very different climate of the academic climate at The Help Group. Many of the children are cognitively impaired and regular standardized testing is not indicated. There are many English learners and every child at this school has special needs.

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Since I was unable to access any information on The Help Group regarding the AIP, I accessed the AV School district information because this is the area I live. I did this to demonstrate competence in accessing public information.

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

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Shala is a sweet energetic 20 year-old student with special needs. She is from Inglewood, CA and she resides in a very low socio-economic area with her mother and brother. Shala loves to move and has asked me a number of questions regarding college and becoming a PE teacher.

Dear Parents of Shala,

I am writing you this letter regarding Shala’s desire to become a PE teacher. Shala shows much interest in her PE classes and is always willing to assist others. I have advised her in steps she must take to make her dream a reality. The first thing I would like to suggest is that you both visits some campuses to see the environment. It is import for you to be comfortable with her new location should she decide to move away and attend school. Next I want to direct you to a federal student aid website to apply for funding

(www.csun.edu) (http://www.kinesiology.ucla.edu/) Good Luck,

Mr. Johnson

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and include plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

The California Association for Health, Physical Education, Recreation and Dance is the professional organization that sets standards and guidelines for Physical Education. The mission of CAHPERD is to: Promote healthy lifestyles through quality education and to provide leadership in areas of health, Physical education, recreation & dance. The 2008 State conference was held March 6-9 at Mission Inn & Riverside Convention Center and the 2009 Conference will be March 19-22 at the Hyatt hotel and Santa Clara Convention Center.

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(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

This job announcement was found on the LAUSD website

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(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

One of the biggest problems I face with children is their lack of confidence. I found this amazing video footage of a guy who leaps in the air, makes two complete circles, and then slams the basketball. The second video link is a mix of this guys spectacular athletic ability. I have not yet been able to confirm it, but I hear this young man has a learning disability.

http://www.youtube.com/results?search_query=the=air=up=there&search_type=

http://www.youtube.com/results?orig_query=the+air+up+there&search_query=taurian+fontenette

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(7) Interactive/Linked Unit Plan: Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

Provide links to other relevant documents or resources you have developed.

http://members.tripod.com/~pazz/lesson.html

http://crazybrowser.com/

http://www.pecentral.org/lessonideas/pelessonplans.html

http://www.sports-media.org/

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SPORT ED UNIT PLAN FOR 7h-12th GRADE APE BASKETBALL

Analysis and description of settingHollywood High School East Gym/Tennis Courts

Previous experience and exposure to Paddle TennisMost students have very minimal exposure to basketball. I will play a video to provoke interest from u-tube of an exciting basketball sensation. http://www.youtube.com/results?orig_query=the+air+up+there&search_query=taurian+fontenette

Limiting factors:Classes are too large and individual attention is a challenge. Many students need one-on-one assistance. Periods are too short and playing area is sometimes not typical, which makes supervision a challenge. Many ideas to combat the problem of having classes too large can be found at the following website. http://www.pecentral.org/lessonideas/pelessonplans.html

Rationale for including activity:The purpose of the activity is to expose the students to the movement strategies and skills of basketball so that they are able to increase their knowledge of the sport of soccer and increase their activity levels through the participation of sport and physical activity.

GENERAL UNIT OBJECTIVES

Psychomotor: Student will be able to (SWBAT) lead a warm-up session to prepare students for upcoming lesson in the sport of soccer.

Cognitive: SWBAT Identify photos of famous basketball players and the team they play or played for and demonstrate some skills necessary for success in the sport.

Affective: SWBAT smile and laugh while participating in Basketball activities.

ORGANIZATION

Time: 15 day unit on basketballSpace available: school tennis courtsEquipment and supplies: soccer balls, cones, whistle Basic grouping: students will be grouped by teacher according to their skill level, and mental and physical ability.

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Number of groups: teams of 3 to 5 students will be evenly grouped. Number of groups depends on number of participants

The following two lesson plans were downloaded from pecentral.

Name/Title: Bask-Odd-BallPurpose of Event: To develop skills in throwing a variety of balls or objects into a target.

Prerequisites: Students should be able to demonstrate how to throw/shoot a variety of different objects (Basketballs, Frisbee's, Footballs, Nerf Balls, etc.).

Materials Needed: A large foam dice for each team (the numbers correspond to where on the court players will shoot from 1=Layup, 2=Middle of the lane, 3=Free Throw Line, 4= A 3-Point Shot, 5= corner of the court, 6= Players choice) 2 boy's Basketballs,2 Girl's Basketballs, 2 Volleyballs, 2 Footballs, 2 Frisbees, 2 Nerf (Gator) Dodgeballs, 2 Mini Nerf (Gator) Balls, 2 Softball size balls of paper (taped to stay in shape), any other combination of 2 balls/objects that can be easily and safely thrown at a basketball hoop.

Description of Idea

Following the day's warm up activity I have each student draw a slip of paper from their teams pile (small teams would work best). Each slip tells them what object they'll be using to shoot for the game. Once they've drawn their object they can pick it up and begin practicing at their basket. I allow about 3-4 minutes for everyone to practice with their object then start the game. The teacher decides the order their team will shoot in and lines them up behind half court accordingly. On the go signal, the first person on each team rolls the dice and proceeds to shoot from the spot designated by the roll of the dice. They must shoot 3 shots from the designated spot before they are allowed to shoot from anywhere. They shoot until they make a basket.

Repeat by allowing players to switch objects they used or redraw as in the beginning of the game. If team nunbers are uneven, have one person from the team with fewer players choose 2 objects to shoot.

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Assessment Ideas:

How important is it to follow your own shot?

Were some objects more difficult to get in the basket? Why?

Teaching Suggestions:

Use a lower basketball hoop or place a garbage can or hula-hoop on the floor for students so they have all kinds of choices to make them successful.

Name of Activity: Ultimate Frisbee Hoops

Purpose of Activity: To help students better understand the rules in ultimate frisbee in a controlled environment and to practice their aim when throwing a frisbee.

Prerequisites: Students should have had practice throwing and catching the frisbee. They also have some basic knowledge of ultimate frisbee.

Suggested Grade Level: 6-8

Materials Needed: Frisbee, pinnies, 4 hula-hoops (two taped together forming the number 8).

Description of Idea

Before the students come into the gym their class should already be divided into two teams, and the figure 8 hula-hoops should be hung over both basketball court rims. The playing area will be the basketball

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court. Assign one team to one sideline, and the other team to the other sideline in boy/girl order. Have one team put on the pinnies. Once each team is spread out on their sideline assign each team a target. Have the first four people in each line come out to the playing area. Now it is a game that combines ultimate Frisbee and basketball. These are the rules to play by;

1. Pass the Frisbee back and forth to work towards your target. If nobody is open on the court the thrower is encouraged to throw it to their sideline player. 2. Only one momentum step is allowed after catching the Frisbee. The thrower is not allowed to move with the Frisbee. 3. The players must abide by the five and five rule. A thrower has five seconds to throw the Frisbee and the person guarding the thrower has to be five feet away. If the thrower is being guarded closer than five feet their five seconds is not counted. 4. Once a team thinks they can throw the Frisbee through a hula-hoop a shot can be taken. Shots cannot be taken from beyond the half court line. Three points for making it through the top hoop, and one point for making it through the bottom hoop. Sideline players are not allowed to score. 5. Players are not allowed to be in the basketball 3 second lane. If a shot is taken in the lane no points are awarded. If a defender blocks the Frisbee while standing in the lane a free shot is given from the free throw line. 6. Change in possession occurs when; the Frisbee hits the ground, on an interception, a missed shot, or the Frisbee goes out of bounds.

After about 90 seconds a whistle is sounded blow and those eight players go to the end of their respective lines, and the next four come out from each line.

Assessment Ideas:

During closure, you can ask the students what made their teams more successful. Hopefully you'll get answers that'll carry over to good Ultimate Frisbee gameplay such as moving to open space, passing to open players, snapping your wrist, short passes, pointing to your target, etc.

Teaching Suggestions:

Instead of using a regular frisbee you could use a nerf frisbee. Attach a third hula-hoop to the targets and adjust scoring accordingly.

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