Standard A1- SAS teachers will demonstrate knowledge of content and pedagogy

Displaying content in a variety of ways helps students feel a stronger connection to the content. I visually display content on bulletin boards, through a projector or on a blog giving students the ability to make spacial connections.

Curriculum that is linked to authentic situations allows students to gain deeper meaning and application. During a lesson on snorkeling students where asked to think of objects on the bottom of the pool as fragile marine life. Guided by the following essential questions:

• How can I control my buoyancy?
• Why is it important to look but not touch marine life?

While snorkeling they consciously controlled their level of buoyancy so not to disrupt the "marine life". By making this connection to the "real world" students gained an understanding of how to protect fragile reef areas while being able to enjoy their beauty.

All of my planning and preparation for learning experiences are guided by what students need to remember in 40 years, enduring understandings and current Physical Education and Health standards. This can be exemplified by looking at this

Unit Plan

Standard A2- SAS teachers will demonstrate knowledge of students

Knowing that each individual student has their own set of strengths and weaknesses and that each has a different learning style learning activities are planned to allow for a certain level of adaptation so all students can feel successful. For example: when planning and preparing a learning activity for a class that has ESOL students I make sure to highlight and make certain words that may have not seen before visual and tied to examples. Or in Physical Activity settings always planning modifications for students with disabilities or injuries to ensure that all students can safely and successfully participate.

Using heart rate monitors is a very effective way to gain useful real time assessment on a student that can be used to guide the student towards activity levels that are appropriate for their fitness level. For example: while watching a class of HS students warm up one student who is quite unfit may be moving quite slow compared to the rest of the students but, when asking a simple questions "are you in you in zone" (aerobic 130-150) the student replies with a simple look at their watch and a nod yes, subjectivity is taken out of the equation.

Standard A3- SAS teachers will demonstrate effective planning and organization

The following Aquatics units exhibits:

• alignment with Physical Education Standards and Benchmarks
• coherent instruction
• knowledge of resources
• are collaborative in both instruction and assessment

View the outline I created of the aquatics units Pk-12 on my blog

ES unit example MS unit example HS unit example (*only if signed into Atlas)

Approaching assessment with pre., formative and post in mind units are designed with pre-assessment measure to be introductory activities, followed by a variety of learning experiences to build meaning and experience with content and finally post assessment as a final measure to solidify learning and give needed feedback for future learning experiences.

Here is an example of a lifeguarding course two week plan which shows multiple assessments and how they act as a guide for meaningful learning.