Hoops/Jump Rope For Heart Bryan Potter, Waynesburg Central Elementary School
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Hoops/Jump Rope For Heart Bryan Potter, Waynesburg Central Elementary School To investigate to see if the use of an audio device like the school’s PA system would motivate students to participate during hoops and jump rope for heart using NASPE standards 3 and 6. Standard 3: Participates regularly in physical activity. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and /or social interaction. Purpose Statement Results Standard 3: This year’s hoops and jump rope for heart was a great success by having more students participate for this activity then in previous years. Standard 6: After gathering the data from the previous years donations. The speeches that the students read in their groups seem to help bring in more donations for the American Heart Association. Data Collection • Students were assessed on their scripts, participation, and their overall speeches on the PA system. • Data would be collected from the amount of students that participated and the total amount of donations that were raised. • The plan is to motivate more students and to raise more money than the school has in previous years by letting the entire school know about hoops and jump rope for heart. • Data was collected from three previous years on the total amount of students that participated and the amount of money that was I am working at Waynesburg Central Elementary School in Waynesburg, Pennsylvania. The school has students from K-5th grade. I had Mr. Bland’s 5 th grade class work in groups writing scripts about hoops and jump rope for heart. One group each day would read their scripts on the PA system after the regular morning announcements. All of the scripts would be read before hoops and jump rope for heart would begin. Settings and Participants The use of the PA system seemed to motivate students well in an elementary school setting. For older students that have more knowledge about computers could have also written scripts about an activity. Then the older students could record themselves reading their scripts and then upload their scripts to the Since the number of students that participated in this year’s hoops and jump rope for heart was higher than previous years, the students did meet their instructional goal. The use of the PA system to motivate students to become more excited about hoops and jump rope for heart seem to work well. Students were able to listen to their classmates and talk to them about the activity. I think the use of the PA system also helped students to work on their writing skills. Students have learned in their regular classroom how to write papers that had to have an introduction, body, and a conclusion. The students were also able to work on speaking by themselves to a lot of people. Some students didn’t realize that they had over nine hundred students listening to their speeches. Discussions/Conclusions Recommendations for Future Use The technology that was used was the school’s PA system. Each group would write their scripts during PE class and during their intervention time. The students would rehearse their scripts the day before they spoke on the PA system so they knew what order their group was speaking in. The students would learn how to use the PA system from Ms. Grimes, she is the lady that gives the morning announcements every morning. Project Overview 2010 2011 2012 2013 325 330 335 340 345 350 355 360 Student Participation Student Participation 2010 2011 2012 2013 0 200 400 600 800 1000 1200 1400 Donations Dollars Script Grading Rubric 3 2 1 Scripts Intro, body, conclusion Scripts must have included an introduction, body, and conclusion Script was missing one of the three criteria needed for their script. Script was just one paragraph; it was unclear which part was the intro, body, or conclusion. Participation Students helped their groups writing and giving ideas for their scripts, they also participated in saying their scripts over the PA system. Students didn’t help writing the scripts. They only gave ideas and participated in reading the scripts. Students didn’t help writing or giving ideas for the scripts. They only participated in reading the scripts. Speech Students spoke slow and clear enough so the faculty and students understand their speech. Students needed help me from or Ms. Grimes to calm down and to read slower so the faculty and students can understand their speech. Students spoke too fast and unclear for the faculty and students to understand their speech.
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Hoops/Jump Rope For Heart Bryan Potter, Waynesburg Central Elementary School. Purpose Statement. Results. Standard 3: This year’s hoops and jump rope for heart was a great success by having more students participate for this activity then in previous years. Standard 6: - PowerPoint PPT Presentation
Transcript of Hoops/Jump Rope For Heart Bryan Potter, Waynesburg Central Elementary School
Hoops/Jump Rope For HeartBryan Potter, Waynesburg Central Elementary School
To investigate to see if the use of an audio device like the school’s PA system would motivate students to participate during hoops and jump rope for heart using NASPE standards 3 and 6.
Standard 3: Participates regularly in physical activity.Standard 6: Values physical activity for health, enjoyment,
challenge, self-expression, and /or social interaction.
Purpose Statement Results
Standard 3:This year’s hoops and jump rope for heart was a great
success by having more students participate for this activity then in previous years.
Standard 6:After gathering the data from the previous years
donations. The speeches that the students read in their groups seem to help bring in more donations for the American Heart Association.
Data Collection
• Students were assessed on their scripts, participation, and their overall speeches on the PA system.
• Data would be collected from the amount of students that participated and the total amount of donations that were raised.
• The plan is to motivate more students and to raise more money than the school has in previous years by letting the entire school know about hoops and jump rope for heart.
• Data was collected from three previous years on the total amount of students that participated and the amount of money that was raised.
I am working at Waynesburg Central Elementary School in Waynesburg, Pennsylvania. The school has students from K-5th grade.
I had Mr. Bland’s 5th grade class work in groups writing scripts about hoops and jump rope for heart.
One group each day would read their scripts on the PA system after the regular morning announcements.
All of the scripts would be read before hoops and jump rope for heart would begin.
Settings and Participants
The use of the PA system seemed to motivate students well in an elementary school setting.
For older students that have more knowledge about computers could have also written scripts about an activity. Then the older students could record themselves reading their scripts and then upload their scripts to the schools website for student’s parents to listen to and learn about.
Since the number of students that participated in this year’s hoops and jump rope for heart was higher than previous years, the students did meet their instructional goal.
The use of the PA system to motivate students to become more excited about hoops and jump rope for heart seem to work well. Students were able to listen to their classmates and talk to them about the activity.
I think the use of the PA system also helped students to work on their writing skills. Students have learned in their regular classroom how to write papers that had to have an introduction, body, and a conclusion. The students were also able to work on speaking by themselves to a lot of people. Some students didn’t realize that they had over nine hundred students listening to their speeches.
Discussions/Conclusions
Recommendations for Future Use
The technology that was used was the school’s PA system. Each group would write their scripts during PE class and during their
intervention time. The students would rehearse their scripts the day before they spoke on the PA system so they knew what order their group was speaking in.
The students would learn how to use the PA system from Ms. Grimes, she is the lady that gives the morning announcements every morning.
Project Overview
2010
2011
2012
2013
325 330 335 340 345 350 355 360
Student Participation
Student Participation
2010
2011
2012
2013
0 200 400 600 800 1000 1200 1400
Donations
Dollars
Script Grading Rubric 3 2 1
ScriptsIntro, body, conclusion
Scripts must have included an introduction, body, and conclusion
Script was missing one of the three criteria needed for their script.
Script was just one paragraph; it was unclear which part was the intro, body, or conclusion.
Participation
Students helped their groups writing and giving ideas for their scripts, they also participated in saying their scripts over the PA system.
Students didn’t help writing the scripts. They only gave ideas and participated in reading the scripts.
Students didn’t help writing or giving ideas for the scripts. They only participated in reading the scripts.
Speech
Students spoke slow and clear enough so the faculty and students understand their speech.
Students needed help me from or Ms. Grimes to calm down and to read slower so the faculty and students can understand their speech.
Students spoke too fast and unclear for the faculty and students to understand their speech.
