PuzzleWise™: Prepare Your 5th Grade Students to Increase Their Physical Education and Health Literacy!

Presenter: Dan Persse, MS NBCT ATC CSCSBlaine Elementary PE Teacherwww.blaine.k12.wa.us/bes/bespe/ dpersse@blaine.k12.wa.us

Session: Wednesday, March 30, 2011: 10:30 AM-11:45 AMConvention Center: Room 23ABCNASPE/Preschool and Elementary PE

Introduction: Blaine Elementary Physical Education Teacher

• I teach physical education to 500 students - grades 3-5 – in a rural community. • I see the students every 3rd school day for 45 minutes. This averages out to 63

minutes a week per student.• Curriculum matches appropriate practices as established by NASPE and the

Washington State Health and Fitness EALRs

Objectives of this session:

Introduce a standards-based program to help students improve their physical education and health literacy

o Foundation of the Puzzlewise Programo Focus of the PE/Health Student Workbooko Walk through the workbook’s componentso Use various state standards as examples of how Puzzlewise helps meet state

standards

Background of the PuzzleWise™ Program

• Current Products: Mathematics, Vocabulary, Science– Standards based – Integrates writing reading, science, math, vocabulary– Student work book ($2.50)

• Development of the product• 1st edition came out in January, 2009

- Task: meet 70% of standards, 5th grade, for various states• 2nd edition came out in August, 2009

- Address targeted states specifically

Components of the PuzzleWise™ PE/Health Program:

• 16 articles• 6 skill challenges• 5 teaching activities• 5 Pre- and Post-Fitness assessments • 5 Assessments• Based on seven state standards

– CA (61%) CO (82%) IL (88%) NV (73%) NY (75%) TX (77%) WA (80%)

PuzzleWise™ PE/Health Program Features:

• Who does it?• Continuously Spirals:

– Constant review and constant preview of grade level skills• The 16 lessons:

– Readability = 3.9 grade level– 300-word articles

• Student workbook – Done as homework (92%)– Skill challenges/teaching activities/lessons done in either the PE setting, or

the classroom

Drawbacks?

• For PE/Health, only 5th grade is the only available workbook• Readability has been a challenge for BES with half the readers below the 3.9 grade level

– See Survey handout (backside, P. )• Marketing

Take for example… $209 MILLIONThe Annual advertising budget for Coca-Cola and Diet Coke

And then there is…$4 MILLIONAnnual marketing budget for the National Cancer Institute’s 5 A Day Campaign

Survey of Fifth Grade Teachers (12/1/2010):

Fifth Grade Teachers:

Think about the PuzzleWise™ supplemental curriculum materials. Please write your thoughts below regarding how these materials are working in your classroom and suggestions for possible change or improvement.We will give these thoughts and ideas to Dan Persse in his effort to continuously reflect on and improve these materials. The goal is to do what is best for the kids to enhance their understanding of Health and Fitness. Return this completed form to Carol Gallaher at the grade level meeting on 12/15/10. No need to include your name.

+ -cost-effective-addresses students in health-small, discrete chunks-hits standards-self-contained-little teacher time-low cost-gives excellent info on nutrition and developing a healthy eating plan-helps kids set exercise/nutritional goals- I love having the discussions-helps me give a health grade all year instead of just at the end-doesn’t take much extra time to fit into the schedule-inexpensive compared to the other materials out there-covers nutrition very well. We don’t have many other good options here.-the reading material for each lesson generates good group discussions-the puzzlewise materials address our health standards, we do a health CBA in 5th

so this is a good thing.-there is a lot of flexibility in how we can use it-addresses health standards-inexpensive-helps students with comprehension-builds vocabulary-has multiple choice as well as writing questions-builds understanding of multiple health concepts

-reading level is higher than 5th grade-not engaging-challenging reading for many students-not sure how effective it is-keep the crosswords optional, it seems to work better- like that the crosswords are optional-some topics are repetition of lessons from Here’s Looking at You 2000 and F.L.A.S.H.-what about a project that required kids to record what they ate for 7 days and compare it to their activity level and basic calorie usage?-as a teacher, it would be great to have a list of the specific WA standards that are addressed in each lesson so I know the instructional focus (i.e. Do they need to know the 10 body systems, or just that the body is composed of systems that work together?)-if we knew the specific WA standards addressed in each lesson we could adjust instructional time accordingly-readability/vocabulary is challenging for about 1/3 of the class-high reading level for struggling readers

It is not the goal of the PuzzleWise™ Program to…

…create more work:

…Or provide a tool for the wrong purposes:

…And to not defeat the purpose of using a supplemental curriculum:

…but rather the goal of the PuzzleWise™ Program is to provide a type of standards-based program that WILL help students know and be able to do what is necessary to lead physically educated and healthy lives.

The following 4-page State Standards excerpts are found in their entirety on the PuzzleWise™ website:

http://www.puzzlewise.com/store/index.php?option=com_content&task=view&id=121&Itemid=283

(with the exception of California)

What is PuzzleWise™? PuzzleWise™ is a standards based physical education and health 5th Grade student workbook using a variety of interdisciplinary activities integrating health, physical education, reading, and writing. The PuzzleWise™ series is aligned with National NASPE and Health Standards, along with various state standards. PuzzleWiseTM PE and Health books feature 16 three-page article lessons, five pre- and post-fitness assessments, five classroom-based teaching activities, six skill challenges, and five assessments that help kids rapidly increase their physical education, fitness, and health knowledge, skills, and attitudes.

Key Elements of the PuzzleWise ™ Program :

Supplemental program takes one class period to initiate. This is what teachers like about other PuzzleWise™ series:

o Constant review and constant preview of grade level skillso Students understand and apply concepts and procedureso Students communicate knowledge and understandingo Students develop critical thinking skillso Students share problem-solving strategies with peerso Students learn to reason logically and make connectionso Teachers facilitate students’ self-motivated developmento Parents get involved, improving the school – home connection

ALSO:

The PE and Health PuzzleWise™ book meets various state standards - Grade 5: CA (61%) CO (82%) IL (88%) NV (73%) NY (75%) TX (77%) WA (80%) Students love doing the puzzles and are eager for more Students do the work mostly at home, not during valuable class time Students develop the love for a lifetime of learning about physical activity, fitness and

personal health Teachers save hundreds of hours no longer having to research, create, and photocopy

fun and meaningful material that speeds up and improves learning, teaching, and assessment.

Please tell your fellow teachers about our introductory pricing!If you have friends in other states, please put us in touch with them.

Dr. Daniel Levine and Matt Beck, M. Ed.P.O. Box 28312, Bellingham, WA 98228360-650-0671 www.puzzlewise.com

daniellevine@puzzlewise.com

California State Content Standards (Pre-Publication Version, September 2008)45 of 57 Physical Education - Grade 5 Standards Met = 79% Correlation

3. Students assess and maintain a level of physical fitness to improve health and performance.Fitness Concepts

3.1 Demonstrate how to warm up muscles and joints before running, jumping, kicking, throwing, and striking.

TA #3, P. 60-62

3.2 Plan a day of healthful balanced meals and snacks designed to enhance the performance of physical activities.

Your Energy Bank, P. 36-38.

Aerobic Capacity3.3 Participate three to four days each week, for increasing periods of time, in continuous

moderate to vigorous physical activities at the appropriate intensity for increasing aerobic capacity.

TA #3, P. 60-62; Pre/Post Fitness Assessments, P. 95-105

California State Content Standards (March 2008)31 of 67 Health Education Grade 5 Standards Met = 46% Correlation

Personal and Community Health1. Essential Concepts

5.1.P.1 Identify effective personal health strategies that reduce illness and injury (e.g., adequate sleep, ergonomics, sun safety, hand washing, hearing protection, tooth brushing and tooth flossing).

Safety First, P. 49-51; Staying Healthy, P. 52-54; Germs are Everywhere!, P. 55-57; Say, “Yes!” to Health, P. 95

5.1.P.2 Explain how viruses and bacteria affect the immune system and impact health. Germs are Everywhere!, P. 55-57

5.1.P.3 Describe how environmental conditions affect personal health. Get Ready…Get Set…Go for Good Health!, P. 11-13; TA #4, P. 76-77

*Overall: 76 of 124 Standards Met – 61%

Colorado Model Content Standard ( Adopted 12/11/1997)14 of 17 Physical Education Grades 5 – 8 Standards Met = 82% Correlation

PuzzleWise™ CitationsPerformance Indicators Examples of Correlations

STANDARD 1: Students demonstrate competent skills in variety of physical activities and sports.RATIONALEAs with all academic areas, basic skills are the foundation of a more active and productive life. The daily quality application of fundamental movement skills is the process by which we develop skillful movers.In order to meet this standard, the student will:• demonstrate knowledge and application of fundamental movements skills: locomotor, non-locomotor* and manipulative*;• move using the concepts from the movement framework* - - body, space, effort, and relationship;• demonstrate competency in a variety of developmentally appropriate movement skills;• apply movement skills to new activities and sports; and • demonstrate the application of rules, strategies and behaviors in a variety of physical activity and sports.

As students in grades 5-8 extend their knowledge, what they know and are able to do includes:

• incorporating basic defensive and offensive strategies in modified net games* (e.g., tennis, volleyball badminton) and invasive games* (e.g., soccer, basketball)

SC #1, P. 20-21; SC #2, P. 42-43; SC #3, P. 58-59; SC #4, 74-75; SC # 5, P. 86-87; SC #6, P. 93-94.

• combining skills to competently participate in a variety of individual*, team* and dual* sports (e.g. soccer, softball, tennis, track and field, team handball, field hockey and tumbling); and

SC # 5, P. 86-87

• demonstrating one or more of the following dance or rhythmic activities: folk, square, social, creative, aerobic, modern, jazz, ballet and/or rhythmic activities such as rope jumping, lummi sticks* and tinikling*.

SC #6, P. 93-94.

Illinois State Learning Standards (1997) 24 of 27 Physical Development & Health Grade 5 Standards Met = 88% Correlation

STATE GOAL 23. Understand human body systems and factors that influence growth and development.

PuzzleWise™ CitationsLATE ELEMENTARY Examples of Correlations

A. Describe and explain the structure and functions of the human body systems and how they interrelate.23.A.2 Identify basic body systems and their functions (e.g., circulatory, respiratory, nervous). TA #1, P. 28-30; What Am I?, P. 95.B. Explain the effects of health-related actions on the body systems.23.B.2 Differentiate between positive and negative effects of health-related actions on body systems (e.g., drug use, exercise, diet). TA #3, 60-62; TA #5, P. 88-90.

Nevada State Standard

50 of 68 Health and Physical Education Grades 3 – 5 Standards Met = 73% Correlation

        PuzzleWise™ CitationsRationale By the end of the grade band, students know and are able to

do everything required in earlier grades and:    Examples of Correlations

Content Title:  HEALTH Content Standard 1.0: (CORE CONCEPTS) Students will comprehend concepts related to health promotion and disease prevention to enhance health.    

Define overall wellness

1.5.1 Describe the relationship between health behaviors and personal health.

Personal Health Staying Healthy, P. 52-54.

1.5.2 Explain the basic structure, function, and developmental processes of human body systems.

Growth and Development Team Body, P. 39-41. 

1.5.3 Describe various physical, emotional, intellectual differences and how they affect a child's overall well-being.

Get Ready, Get Set, Go for Good Health, P. 11-13. 

1.5.4 Identify key nutrients, their functions, and the role they play to promote optimal health.

Nutrition and Physical Activity

Skills and Health Related Activities, P. 114. 

  1.5.5 Identify the health-related components of an active lifestyle.

Take Five for Fitness, P. 14-16.Skills and Health Related Activities, P. 114.

Define drug as any chemical that causes a metabolic and psychological changes in the body.

1.5.6 Explain how substances can affect the way people make decisions and perform tasks.

Substance Use and Abuse

TA #5, P. 89-90.

 Include information on potential: Hazards, Poisons, Injuries, Violence, and Explain universal safety precautions.

1.5.7 Describe ways to prevent common childhood injuries.

Injury/Violence

Prevention and Safety

Safety First, P. 49-51.  

1.5.8 Explain personal safety procedures when confronted with violence or other hazards. 

Safety First, P. 49-51.

Washington State Learning Requirements (Feb 2009) : Health and Fitness50 of 62 WA State Health and Fitness Grade 5 Standards Met = 80% Correlation

EALR 1.0 – The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.Component 1.2 – Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.

GLE 1.2.1 - Evaluates safety rules and procedures in a variety of physical activities.

Critiques etiquette and application of rules and procedures.Example-Explains why the volleyball should be rolled under the net on change of service (as opposed to thrown over the net).

SC #3, P. 58-59

Applies safety principles when performing age appropriate activities.Example-Maintains appropriate following distance when riding bikes.

Safety First, P. 49-51.

Applies knowledge of safety precautions to take before, during, and after a workout.Example-Warms up prior to stretching.

Warm-up and Go!, P. 60-62

New York State Learning Standards27 of 36 Health and Physical Education, and Family and Consumer Sciences: Elementary Grades

Standards Met = 75% CorrelationPuzzleWise™ Citations

Learning Standards Examples of Correlations

Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Health Education1. Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

• know how basic body systems work and interrelate in normal patterns of growth and development Team Body, P. 39.

• possess basic knowledge and skills which support positive health choices and behaviors The Healthy Habits Weekly Challenge.

• understand how behaviors such as food selection, exercise, and rest affect growth and development Warm-up and Go!; P. 60 –62 TA #3.

• recognize influences which affect health choices and behaviors Healthy Communication, P. 68 – 70. Say No To Danger, P. 71 - 73. Who Can You Believe?, P. 80 – 82. Yours to Choose, P. 83 - 85.

Texas Essential Knowledge and Skills (September 1998)62 of 80 Health and Physical Education Grade 5 Standards Met = 77% Correlation

PuzzleWise™ CitationsTexas Essential Knowledge and Skills Element Examples of Correlations

a. INTRODUCTION HEALTH EDUCATION.

b. KNOWLEDGE AND SKILLS.(5.1) Health information. The student knows ways to enhance and maintain personal health throughout the life span. The student is expected to:

(A) examine and analyze food labels and menus for nutritional content; TA #2, P. 44-46.

(B) apply information from the food guide pyramid to making healthy food choices; Food Diary, P. 109-113

(C) identify foods that are sources of one or more of the six major nutrients; TA #2, P. 46.

(D) calculate the relationship between caloric intake and energy expenditure; TA #2, P. 46