Hannah Anthes EDU 255 Dr.

Helena Baert Unit Name: Hiking 11/11/13

[Table of Content]

1.) Rationale Paragraph 2.) 2.)History 3.) Benefits 4.) Procedures 5.) Central Focus 6.) Academic Language 7.) Alignment Table 8.) Lesson Plans 9.) Instructional Supports 10.) Ed DTPA Commentary 11.) Student work Samples 12.) References 13.) Student Work Samples 14.) Teacher Assessment 15.) Reference

[Rationale]

In physical education it is important to expose students to many different learning environments. Physical education can be seen most in a gymnasium. In the lesson of hiking we are able to break those barrios and create a new learning experience for the students. Hiking requires new cognitive, psychomotor and affective objectives. Being outside throws in a whole new factor. That is the main reason one should teach this learning segment to their students. Instead of shying away from all the differences from the typical physical education setting , the instructor should embrace them, and give the opportunity to their students. The lessons taught in the unit of hiking can be used in everyday life; one would call hiking a life time activity. This is something that can be taught so that students can comprehend and maintain their physical fitness. When hiking all are participating. There is no sitting on a bench waiting for a turn to play. The activity level is very high. Outside of school, students can easily locate community resources and participate there as well. I would teach this learning segment to create new avenues towards physical activity besides looking at the four walls of a gymnasium . I want to build stepping stones in the lives of students. Doing lessons of hiking can help students find interest in nature as well such as snow shoeing, orienteering or archery. Being outside opens up doors for those who want be exposed to nature. It takes away from being sports related, to life time which prospect more. This segment should be taught to produce students who are physically fit and literate in this unit of physical education.

[History/Facts] From the time man could stand, mankind has been hiking. It simply means to to walk or march a great distance, especially through rural areas, for pleasure, exercise, a nd military training. (Dictionary Reference) Hiking was the first way of transportation. From point A to point B people would walk to get to their destination. The history of hiking correlates with the history of physical education. Hiking was the way military trained for battle and walked to battle. Physical education was the preparation for war. Now hiking is seen as a sport or life time activity. In the late 1870s summits were climbed to gather information. From there the word altitude became a variable. That transition hiking to a sport. Athletes would try to hike as high as they could. Hiking is an industry that is bringing in people from all over to accomplish and challenge themselves to different heights of peaks. Edmund Hillary and Tenzing Norgay were the first two to hike Mt Everest. In present time, we are transitioned back into the idea of educating others about what hiking is, what the trail etiquette is and how to find places in the community of where to hike. It is used for enjoyment and health purposes. Hiking can go in many different directions. It has always been in existence, and the way we use it has evolved. Hiking can cycle through many different uses and right now we are using it for healthy living and to go places that have not been touched before.

[Benefits] The benefits of hiking can come in a wide variety. Psychologically it is a way to clear the mind and enjoy the scenery of nature. It allows a person to release the endorphins give a positive feeling in the body. Hiking allows the body to be strengthened in the areas of the cardio vascular system and muscular endurance. The heart is consistently at work while the muscles react to each step taken. Depending on the trail, hiking can have a low impact on the body. Unlike running hiking can provide some of the same benefits, without the stress on the joints. Being outside in the sun also produces many benefits. Hiking in its self comes with a very holistic package of benefits. Overall people feel accomplished after a hike; there is a feel good sense about what was accomplished. When on a hike people can learn about nature and the history of the trail. Lastly, people can try jogging, walking and other activities on the trails. There is much to do and learn from hiking, the opportunity is opened to all who would like to try.

[ Procedures/Guidelines] The typical guidelines for engaging in this physical education include informing someone where you are going and when you will return. As much as possible travel with a team of other people for support. When on the trail wearing proper shoes essential. One wants to protect their feet from water and have a good footing when hiking. To protect the formation of the trail groups should walk straight through the middle, even if there are puddles of water. If groups walk around the puddles that is considered trail widening. It will take the original formation of the trail and distort it. For the safety of oneself and others it is important to obey trail signs. If there is a sign that says do not enter abide in it, therefore potential harm can be avoided. To help protect wildlife, hikers should only observe with their eyes. Picking at plants or trying to touch animals is not respectful. Instead one can help preserve nature by leaving no trace if one has trash they are to pick it up and it they find trash left by others they are to pick it up. If there is an instructor, listen to their advice, and accept their instruction. They know the trails and can be of assistance. Over all make rational decisions. Plan ahead before a hike and think safety first. These are some of the main and basic procedures of hiking on the trail.

[Central Focus] To know how to have etiquette for nature, while working together at different tasks along the way. One way I enforced this was by creating a prelim. In the instant activity students were required to learn and etiquette of walking on the trail while working together to accomplish this in a cooperative manner. The concept is to gain an understanding of leaving no trace and to also work together as a team. In the instant activity there were people who had trash bags; in order to successfully clean the area up, people had to unite to accomplish the goal at hand. One person could not complete it alone. This transitioned us to the trail. Once again there was a different task per person in the group. Students had to rely on each other to complete the whole assignment. The main concept is to bring it back to the central focus of trail etiquette and working together. Before the lesson students needed to pick up on the idea of leave no trace and team work. On the trail I added the cue of perspective. That indicated that our class should have only been looking with their eyes and not with their hands. At the end of the lesson, students should have been able to state the cues when asked by the instructor. In the assessment students were asked to have open eyes to take pictures. This correlated with trail etiquette by protecting wild life and not touching the plants, but instead making memories with the photos graphs and writing down what the hikers saw on the trail. Whether it was doing something physically or cognitively it could be related back to the idea of trail etiquette and working together with people in a group.

[Academic Language] For hiking some of the language from the text is Leave no trace, Perspective , Teamwork. This language helped the students to obtain the main objectives. Through this language students could express what they were physically doing. Students were to listen to the key vocabulary on the visual aid and apply it. Along with the words on the visual aid, there were a few pictures to help represent the meaning of the words. When going over the academic language the whole class said it in unison to become familiar with the words. Students were engaged to follow what was on the visual aid during the hike. Academic language was used throughout the hike. When certain situations came up, that allowed for the correct term to be used

Unit: Hiking Central Focus: Alignment Table Lesson 1 Domains Standards Objectives Situation / Task / Criteria Assessment tool (note formal / informal/ when / who / what) Throughout todays lesson, students will Informal , when the walk or jog, to the best of their ability students are walking through the trail through the trail. Throughout todays lesson on the trail , Informal, on the trail students will be working in groups. In students will exchange their groups students will encourage words of one another in a genuine uplifting encouragement to one way. another . These words are meant to build confidence and good rapport with one another. Informal. During the . At the end of the lesson , students will closure I will ask certain be able to state one cue correctly when students to state a cue asked by the instructor . from the visual aid and then explain what it means and how they can apply it. By the end of the lesson , students will Informal, when on the be able to demonstrate the proper trail , the class and I will way to walk through a trail and not go over the proper way Tasks aligned (What, short description, and when) Hiking at the end , during the closure these pictures are really great, keep up the good work

Psychomotor NYS / National 1A/1 Affective NYS / National 2A/B

Cognitive

NYS / National 1A/1

When walking on the trail , I can ask explain what it means to have teamwork

Psychomotor NYS / National 1A/2

When a puddle in the middle of the trail comes up , the students

widen it.

to walk the trail, and then allow the students to demonstrate.

Affective

NYS / National 2B/5

Cognitive

NYS / National 2B/1

Psychomotor NYS / National 1A/3

Formal, in their groups During the lesson students will write students will write in complete sentences what they are down on a piece of feeling and what they would like to paper what they are experience. feeling and what they are seeing. After wards I will collect their assessments to review and make any changes that need to be made. At the end of the class, students will Formal , the format of take a quiz that will be in the format of the test is fill in the fill in the blank. They are to complete blank , with a word it within 15 minutes. bank. There will be ten questions and each question is worth ten points. The highest grade possible is a 100. At the beginning of class students will Formal, Students will jog through the trail to at a medium log the steps they took pace to get their heart rate up. when participating in this activity. In the middle of the class, students will turn to a partner to check in with Informal , students will carry on a conversation

will walk through it , because they know that it will change the formation of the trail Assessments will be handed out so that students can write as they walk about that they are seeing and feeling. It will be in the formation of a journal entry. This quiz will be handed out at the end of the hike to each student. They are to face in the same direction and take the quiz. After jogging for a few minutes the class will break to record their information and then they will get into the rest of the lesson. During the hike students can express

Affective

NYS / National 2A/4

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how they are doing in a in depth conversation. Cognitive NYS / National 2A/2

to discuss the material presented. Formal, students will have a journal card where they can log their information

Students will take their pulse at the end of class and log it on a journal card, they will have 1 minute to do this.

what they are feeling and they can build each other up with words of encouragement. The instructor will hand out cards to each student so that they can log their information in.

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[Assessments]

The name of my assessment was a journal. The assessment domains covered affective , psychomotor and cognitive. Each student was asked to describe what they were seeing , what was challenging to them in the lesson and what was something that they learned. This assessment was given at the beginning of class and was filled out through the hike. At the end of class , it was collected. This assessment was very personal. It was not meant for a general overview it was designed for each student to be able to express what they learned through the hike.

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[Lesson Plans: #1]

Teacher Candidate(s): Hannah Anthes NYS/NASPE Standards
Unit/Movement Concept: Hiking Central Focus :To know how to have etiquettes for nature, while working together at different tasks along the way. Assessment Tool & When it is used

Lesson Plan 1 of 10

School: Suny Cortland

Domains

Objectives

Psychomotor

1A/1

1. Throughout todays lesson, students will walk or jog, to the best of their ability through the trail.

Affective

2A/B

2.Throughout todays lesson on the trail , students will be working in groups. In their groups students will encourage one another in a genuine uplifting way.

1A/1
Cognitive Academic Language Used Common Core Standards Literacy

3. At the end of the lesson , students will be able to state one cue correctly when asked by the instructor . Leave no Trace Perspective team work

Students will be given the option to go through the trail , I gave this option due to the pre assessment . This group of students is comfortable with the lesson for today. Throughout the lesson students will be in heterogeneous groups. Each person will have a different role that will contribute to the group effort. During the lesson, students will be logging their experience and describing what they saw, learned , and did when walking the trail.

For safety purposes please stay within the group the group that you are assigned. Also make sure to be aware of your surroundings and other people on the trail, and stay on the trail that I have assigned you the loop Safety Statement

References( e.g. Book, course p

URL):

-Teaching physical educatio

_http://www.american

etiquette/ -http://lnt.org/learn/

NYS Learning Standard 1 Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2 A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3 Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports

National Standards The physicall 1. Demonstrates competency in a vari 2. Applies knowledge of concepts, prin movement and performance. 3. Demonstrates the knowledge and s enhancing level of physical activity and fitness. 4. Exhibits responsible personal and s 5. Recognizes the value of physical act expression, and/or social interactio

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Health-related Fitness (HRF) NYS LS 1B (Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition

What is the ongoing fitness theme or emphasis in this lesson? Explain how it is embedded and where Skill-related Fitness Explain how it is embedded and where in in the lesson it occurs: (SRF) the lesson it occurs: NYS LS 1A Students will be given the opportunity to Students will be going up slight hills , (Please Bold) walk or jog through the trail with their observing and performing different tasks with Balance group. Whether the students are going at a their group. Throughout this time they will Coordination fast or slow pace their blood flow will also have keep time. This lessons is about Agility increase. Walking/jogging a mile on the balancing many different tasks as one to have Reaction time loop will build up cardio vascular them all unify at the end. Speed endurance. Power (i.e. Concepts taught, goals, estimated (i.e. Concepts taught, goals, FITT, etc.) MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

Lesson Components

Time (mins)

Organization

Description

Instant Activity

5min

SSSSSSSS SSSSSSSS t

This instant activity will lead into the main Criteria Focus . In the beginning of the loop , plastics bottles will be laid out trail. Some students will have plastic bags , while others will not. When the instructor says go the students will be time can pick up the bottles. All students are expected to pick up the bottles. This idea , transitions into Leave no trace ( T r Cooperative learning ( two pieces of the puzzle coming together to perform a task) 2 whistle blows

30 sec Introduction, Signal for Attention, Hook

Transition

3 min long :Hello class , my name is Ms Anthes , I will be filling in today for Dr. B. When you hear my whistle blow two times that is my signal for attention .I will say bring it in class. Can anyone guess why we just picked up trash? it seems pretty silly . Today i n class we are going to take care of nature while we enjoy it. We want to leave the trails cleaner then we saw them. My expectations are that you use an appropriate volume when speaking and that you are considerate of others on the trail. Lets get ready to begin our lesson.

Make sure the bags ar enough an break.

Teaching Progressions Show some of the major tasks/activities listed on your Activity Progression Worksheet within th of (PC/C/U/P) for the class. Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times. Cues (Refinements) Simple secrets to improve performance. E.g. Low to high

Body of Lesson (Lesson Focus)

Demonstration #1

Challenges (Applications) Modifications More game-like chances to Add modificati practice the same tasks at the tasks easier an same difficulty level. E.g. In according to th 90 seconds, see how many students. (GLS times you can hit the ball to your partner. This whole lesson is about working together with others to accomplish the loop, while having manners on the trail. 1. trail walking : When we see trash or plastic , we want to pick it up and put it in the plastic bags provided. When walking on the trail, we do not want to step outside of it. That will lead to trail becoming wider than what was intended. When on the trail , do not disrupt the animals. This is there home. When walking through the trail Perspective throughout the loop 1. cleaner than when you left it 2.On path 3.respect wild life 1. see how many pieces of trash can be picked up 2. Take the harder course, and go through the mud, instead of going around it.

Easier take s

Harder go on inclined trail th as one keeps w

4min

Transition Demonstration #2

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2. When walking through the loop, students should have their eyes open to enjoy nature. Nothing should be taken away from the trails. Only pictures and memories. Students should discuss what they are seeing , and share the experience.

1. eyes open 2.only pictures 3. share sightings

1.Find new angles to few nature 2.Take photos of things they have never seen before

Easier just k on what is befo Harder -

4min

Transition Demonstration #3

Walking through the trail Team work, is so important when working in a group. 3. In each group, each student will have a specific role. One will be the person who picks up trash, another will be the photographer , to take pictures of nature. , and the last person will be the scribe to write down what the group is experiencing . Each of these pieces will come together to help to help get the full experience. 1. Clean up 2.Photo 3.scribe 1. Have each person get a chance at each role. 2. Have each person do each role twice.

Easier no sw

Harder switc numerous time

4min

Transition Demonstration #4

Walking through the trail to the end of the loop When hiking in a group 4. When hiking in a group watch the space between each person, make sure to look around to make sure all members are doing okay. Stay in a self control mind state , so that there is little to no horse play. 1 watch space 2head cound 3. self control 1. travel in a single file line 2. only use wispers Easier go on

Harder - go on narrow trail.

4min

Transition Demonstration #5 5. At the end of the loop , and all student bring it in. 1. 2. 3. 1. 2. Easier Harder -

4min Lesson Closure, Hook to Next Lesson

Transition

Evaluation of Lesson

Hey everyone , awesome work today . lets go over some of what was written by each scribe .. It was great to hear fro turn to the people in your group and go over the 3 main cues for today . Leave no trace , perspective, team work. Tod day, thank you for all your hard work. If you can please hand in your journal cards to me before you leave, and have a g see you all next class ! Pre-planning: Previous instruction in this activity (earlier grade levels) From the pre assessment it is clear to say that this class is at or above average all but tw medium.. Some of the students may have never been hiking before , but they are overall physically fit human beings. Previewing the trail, I am confident that ea any trouble. The train is very wide , it is very flat , and it is circular .It is one big loop. The students are comfortable in this unit and are excited to get on the trai Post-planning: Assessment Informs Teaching: future needs based on assessment results Teacher Reflection Notes: (Include any assessment, task cards, exit slips you used): Describe and numbered

Attachments

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[Instructional Supports] For the unit of hiking this included cues of leave no trace Team work and perspective This was used to supplement my instruction . This was to give extra help when walking on the trail. These cues were little reminders of what the students should be doing when on the trail. Each cues was designed with a purpose. The assessment was created to broaden the perspective of the hike. Students were to write something interesting that they saw, something new that each student learned, something that challenged them, something easy, and then something that I could do to assist them in the next lesson. Lastly the way I taught I think was one way that helped with the lesson. By making myself available at all times was key. Using direct instruction allowed for all to respond to the question when asked. It was used at the beginning of class when going over the visual aid.

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[edTPA Commentary Task 2 ]

1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan number. [The lesson that is shown in the video clips is Lab C , or lesson 1 of 10 , lesson plan number one. The main focus of this lesson was hiking. ] 2. Promoting a Positive Learning Environment In response to the prompts, refer to scenes in the video clips where you provided a positive and safe learning environment. a. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning? [ Throughout the hike , I kept checking in with a member of each group , to see how they were doing . At the time of 5:45- 5:50 I checked in with the two back groups. At this time everything was okay. The students had trust in me and immediately responded. We were able to have a conversation and build a relationship on the hike. Later in the hike, I simply asked one of the students what is something that you are finding challenging, I can take what was said into consideration and apply it for the next lesson. One way I was able to challenge the students was to try new things. On this hike I allowed the students to take pictures to make memories. I challenge them to get different views and angles. This way they can see the objects of nature with a different perspective. ] b. How did you provide an emotionally and physically safe environment for students? [ When doing the instant activity I laid out the boundaries of where the class could stay in . This provided no confusion of where they were allowed to run to. My style of teaching was cooperative; I purposely had the students group up into a team of three. Each of them had a role that they had to do. When hiking, it is important to have that team aspect. The students could rely on each other for help or encouragement. They were not alone in the woods and that played a huge role psychologically. Before we even went on the trails I stated . The trail it is

very simple and very wide, it is not steep or hilly at all. When you come to the bridge you are going to make that left you are not going to make a right. I made sure to give a lay out of what the students were about to do. They now knew what was expected out of them and what was to come. Before this lesson, I pre assessed them, I knew each person in my class was medium to high skilled. This trail seemed like the right selection for todays class. During the hike, we had four groups of three; I had two groups ahead of me and two groups behind me. I was consistently rotating myself to keep a head count. Students knew where I was at all times. I was the direct middle of the pack, which created a safe an environment for the students, if they ever needed to locate me quickly, I was available.
3. Engaging Students in Learning Refer to examples from the video clips in your responses to the prompts. a. Explain how you actively engaged students in learning tasks aligned with the objectives of the lesson in psychomotor, cognitive, and/or affective domains. [Psychomotor this allowed the students to perform basic motor skills, there was also different movement patterns. Throughout the lesson students were expected to walk through the trail to the best of their ability. This was time for the students to work together and enjoy the beauty of the trail. I allowed the students to walk at their own pace. At the time of time 10:47- 10:57 in the

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video here is a good example of this. For the cognitive objective students were required to demonstrate competency of the lesson .I had students state a cue that they learned at the end of the class. I was running out of time so I directed it to the whole class. Originally I wanted them to turn to a partner and state the cues with explanations. At 18:47 19:20 I can be seen doing this. Affectively, I wanted the students to enjoy this lesson and to self-express themselves. I wanted the students to uplift each other in a genuine way when hiking .I thought the students were going to do this verbally, but they did this more through their actions. For example, when walking on the trail, the groups gave each other space and did not collide with one another. Also when it came to cross all the puddles, they waited nicely and gave each other time to cross. This is done at 9:50 10:00] b. Using examples from the video clips, explain how rules, routines, and transitions maximized students engagement in the lesson. [ One of the routines I have is to use Direct Instruction when teaching . For example when going over the cues, I have the class say them in unison. The students in this class are familiar with this. They know how to respond when I point to the cue. This helps maximize participation in the lesson, because all fourteen students can respond at once. They are verbally stating what they are learning. This type of teaching allows all to be able to participate instead of one person just responding. This is done at 2:50 2:55] this was all done for my instant activity. That was a prelim before the lesson. I incorporated what one of the main objectives was while incorporating the teaching style which was cooperative, this helped transition the students into what they were going to be doing for the main part of the lesson. I tried very hard to give lots of practice time. I had no intentions of playing park ranger and pointing out every leaf or flower. This was a time of discovery for the students. They were in 12th grade and I wanted to give them the opportunity to make an experience of their own, and not me directing them every second of the hike. 4. Strengthening Student Competencies through Monitoring Refer to examples from the video clips in your explanations. a. Explain how you actively monitored students performances during the learning task(s) to strengthen student competencies. [One of the ways I actively monitored the students was my positioning on the hike. I had two groups a little bit ahead of me, and two groups a little bit behind me. I could easily rotate myself and monitor what was being done on the hike at 10:36 in the video clip, this can be seen. When on the trail, I asked different questions to students of that group. This was done, so that I could allow the student to speak, and I could listen to and give feedback At 10:17, I asked a student about how their pictures were coming out and they responded. ] b. Explain how you modified/extended the learning task(s) to strengthen student competencies. [During the hike I realized we were not going to have enough time to make it through the one mile loop. I had to modify the distance. I got the classes attention, and had the students transition back to the starting place. Another modification I made was when we were crossing the puddles; I realized our class was not all going to make it through with their group. I had the class line up in a single file line and cross one at time. This can be seen at 16:29] 5. Using Pedagogical Content Knowledge Refer to examples from the video clips in your explanations. a. Explain how you used verbal and visual representations/demonstrations to make learning of physical activities comprehensible to students.

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[My visual aid was the main point of reference for this. It provided the three main cues that were essential to the hike. The students and I reviewed it right before the hike. The visual aid correlated with what we were physically doing on the hike. Leave no trace, that was the first

cue. Whenever there was a piece of garbage or anything like that the students were to pick it up. We wanted to protect wildlife, if we saw animals in their natural home; we knew not to disturb them. Trail widening was also very important. When we were walking on the trail we did not want to go around it at all, we wanted to go straight through it. Otherwise we were going to widen it and change it from its original form. Our next cue was perspective; we wanted to have our eyes opened and see the different colors of nature. I asked some of the students to keep their phone out, the assessment asked for the students to take some pictures. This all tied back to the central focus, of cooperative learning. Teamwork was needed to be able to accomplish the different tasks. The students were in groups of three. One person was the scribe, one person was taking pictures and one person was picking up trash. I could have had each person write on their own assessment, take their own photos and pick up trash in their own bag. The main focus was to take the pressure off the students and for them to rely on each other to accomplish their task to complete the main goal together. At 1:50 in the video this can be seen. ]
b. Explain how you used your knowledge of common errors and misunderstandings during instruction. [Prior to the lesson, I knew trail widening was going to be a main common error. Before this lab, I walked the trail to see what was going to be before us. The trail was very wet in some areas. Earlier in the month a truck drove through the trail for a cross country race. That left a deep depression on the trail. Water had seeped into the tire marks. I took a mental note of this and really tried to emphasize to walk straight through the middle when we came to that part of the trail. Some of the students struggled with this and wanted to walk around the puddles. Another common error that is made, is that hiking is done solo. It is the exact opposite. When people are climbing high peaks, they bring a team of specialists to help them climb to the top. I did not want the students to think they had to accomplish this hike or any of the other tasks alone. That is why teamwork was a main cue during the instructions. The students were grouped into teams of three. Each person had a task to execute, while helping the other two members when needed. Each team could always rely on each other and knew that they were not in this alone. They also had my directions that the students could listen to. At any point at time they could have asked me questions] 6. Analyzing Teaching Refer to examples from the video clips in your responses to the prompts. a. What changes would you make to your instructionfor the whole class and/or for students who need greater support or challengeto better support student learning of the central focus (e.g., missed opportunities)? Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, students with higher/lower proficiency levels, underperforming students or those with gaps in content knowledge, or students needing greater support or challenge). [ Some of the changes I would make is to provide a clipboard for the scribe. I observed that some of the scribes were walking slower and lagging behind a little bit. One student tried to adapt to his situation of not being able to write so he picked up a rock. That is seen in 14:34 14:40. If I had attached a map of The Loop I could have allowed for more advanced groups to

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walk along. With my rapport with the students I would have changed the way I started a conversation with the students. I was very vague and did not go in depth with my conversations with the students. It was too general. Next time I would like to discuss the students understanding. I would do this by asking questions like explain why you did this, or what does this mean. The students need to give explanations and reasoning. If I am just asking questions that will result in one word answers, that is not furthering the learning of the students. ] b. Why do you think these changes would improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research.

[ Proving a clipboard would have made it much easier for the scribe to write. I notice that the people who had the role of the scribe were focusing more on how to get the words on the paper than actually writing. If I had attached a map, I could have let the high skilled people or those who were comfortable go ahead more. If they needed help they could have just looped back or waited. As a teacher I know I need to allow the students to speak and be heard. Asking very vague questions is not the way to do it. If I had the students what is the meaning of this, or describe this that would have put so much more depth into the conversation. I could really gain a perspective of what the students were learning. If I were to have these changes, the students could have focused more on what they were learning instead of trying to make accommodations when hiking to learn the material needed

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[Student Work samples- of assessments]

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[Teacher Assessments C9/ Time analysis/Script/feedback]

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[References]

History :Academic of Achievement (n.d) http://www.achievement.org/autodoc/page/hil0bio-1 Lesson Plan :American Hiking Society (n.d) Retrieved from
http://www.americanhiking.org/hiking-etiquette/

Procedures :Boys Scouts of America (n.d) Retrieved fromhttp://www.scouting.org/scoutsource/cubscouts/cubscouts/uniformsandawards/sanda/hikin

g.aspx

Central Focus :Dictionary ( n.d) Retrieved from http://dictionary.reference.com/browse/hike Benefits :The Benefits of Hiking (n.d) Retrieved fromhttp://www.liveoutdoors.com/recreation/166991-the-health-benefits-of-hiking/

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