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(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.

I selected a website that is based in the Philippines, but it showed that it is not registered in that country. According to the results, most of the sites are located in the United States of America. This shows that the nature of Internet – based business and commerce is to get information out to as many people as possible throughout the world.

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Filters are used to block access to websites that are harmful or unacceptable for minors to view. For example: obscene or offensive websites.

(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.

Welcome  to  the  home  page  of

Fred  S.  Lull  Elementary  School

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Fred S. Lull Elementary  is a school for children with special needs. We teach children  with  autism, retardation and  physical disabilities. We are located in Encino, California.  We have used the WWW to gather information about the

students  we work with. We were able to find many sources of information that will

help us give our students the best  we can.

LULL SP ED CTR17551 Miranda St Encino, Ca 91316

Office - 818-609-8421 Fax - 818-609-8424

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Principal - Furman, Pauline

Location Code - 1959 Local District - 1 Configuration - PK-12

Calendar - 1 TRK Number of Tracks - 1 Year Opened - 1986 Title 1 - Yes

  Charter - No Learn - No SBM - Yes

Assembly - 41 Fran Pavley

Senate - 21 Jack Scott

Congress - 27 Brad Sherman Council - 12 Greig Smith

Supervisor - 3 Zev Yaroslavsky

Board of Education - 3 Jon Lauritzen

Web Site - www.lausd.k12.ca.us/Lull_Sp_Ed_Ctr/index.html  

Racial Ethnic HistoryStudent Racial Ethnic History

YearAI/Alsk Asian Filipino Pac Isl Black Hispanic White

Total# % # % # % # % # % # % # %

2006-07 0 0.0 9 6.0 9 6.0 0 0.0 8 5.4 90 60.4 33 22.1 149

2005-06 0 0.0 11 8.0 6 4.3 0 0.0 11 8.0 82 59.4 28 20.3 138

2004-05 0 0.0 6 4.8 8 6.3 0 0.0 10 7.9 74 58.7 28 22.2 126

2003-04 0 0.0 5 4.2 4 3.3 0 0.0 5 4.2 97 80.8 9 7.5 120

2002-03 0 0.0 5 4.2 6 5.0 0 0.0 5 4.2 96 80.0 8 6.7 120

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English Learners (EL) Current EL Data: 2005-06

Grade Armenian

Cantonese

Korean

Farsi

Pilipino

Russian

Spanish

Vietnamese

Other

Total

K 0 0 0 0 0 0 0 0 0 0

1 0 0 0 0 0 0 0 0 0 0

2 0 0 0 0 0 0 0 0 0 0

3 0 0 0 0 0 0 0 0 0 0

4 0 0 0 0 0 0 0 0 0 0

5 0 0 0 0 0 0 0 0 0 0

6 0 0 0 0 0 0 0 0 0 0

7 0 0 0 0 0 0 0 0 0 0

8 0 0 0 0 0 0 0 0 0 0

9 0 0 0 0 0 0 0 0 0 0

10 0 0 0 0 0 0 0 0 0 0

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11 0 0 0 0 0 0 0 0 0 0

12 0 0 0 0 0 0 0 0 0 0

UG 2 0 3 3 2 0 65 2 5 82

TOTAL 2 0 3 3 2 0 65 2 5 82

Historical EL Data

Year Armenian

Cantonese

Korean

Farsi

Pilipino

Russian

Spanish

Vietnamese

Other

Total

2005-06 2 0 3 3 2 0 65 2 5 82

2004-05 3 0 3 4 4 0 67 1 2 84

2003-04 3 0 3 1 3 0 91 0 3 104

2002-03 1 0 2 1 5 0 94 0 4 107

2001-02 1 1 2 0 6 0 108 0 4 122

Reclassified Students

Year # EL # Reclassified % Reclassified

2005-06 84 2 2.38

2004-05 104 0.00

2003-04 107 0.00

2002-03 122 0.00

2001-02 125 0.00

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Student AttendanceAttendance Data

YearStabili

ty Rate

Transiency Rate

Actual Atten

d Rate

Student Adjustment Opportunity Transfers

Year AI/Alsk

Asian

Filipino

Pac Isl

Black

Hispanic

Other

White

Unknown

Total

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2005-06 68.12 45.65 86.03

%

2004-05 60.16 58.33 86.33

%

2003-04 47.93 60.18 83.38

%

2002-03 87.50 16.10 82.99

%

2001-02 87.16 18.44 84.08

%

2005-06 0 0 0 0 0 0 0 0 0

2004-05 0 0 0 0 0 0 0 0 0

2003-04 0 0 0 0 0 0 0 0 0

2002-03 0 0 0 0 0 0 0 0 0

2001-02 0 0 0 0 0 0 0 0 0

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Suspensions

Year AI/Alsk Asian Filipino Pac Isl Black Hispanic Other

White Unknown Total Avg # Days

2005-06 0 0 0 0 0 0 0 0 0 0.00

2004-05 0 0 0 0 0 0 0 0 0 0.00

2003-04 0 0 0 0 0 0 0 0 0 0.00

2002-03 0 0 0 0 0 0 0 0 0 0.00

2001-02 0 0 0 0 0 0 0 0 0 0.00

Expulsion Referrals

Year AI/Alsk Asian Filipino Pac Isl Black Hispanic Other

White Unknown Total

2005-06 0 0 0 0 0 0 0 0 0

2004-05 0 0 0 0 0 0 0 0 0

2003-04 0 0 0 0 0 0 0 0 0

2002-03 0 0 0 0 0 0 0 0 0

2001-02 0 0 0 0 0 0 0 0 0

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All of the students at my school are children who have some sort of special needs, which may vary from mild to severe depending on their medical conditions or abilities. Majority of are students who are classified as English learners are from Spanish decent.Since we are a special education center and working with kids with disabilities. Suspension and expulsion rates for our population, is at zero or is not an issue.

(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.

Laura Crabtree is a 17 year old senior, who is currently attending Ocean Front High School, she is the eldest of 3 kids and is a good student. She is very athletic and a member of the high school track team. She wants to stay and go to college in California, where her family resides and still remain in close proximity to them because she can still help her parents with her younger siblings and also to stay at home fo r at least 1 year to save money. While working, at her current job at a retail store. She is interested in sports and loves to go to the gym. She loves the outdoors and water activities. Since, she is interested in sports and very athletic. I would recommend career possibilities in her area of interest. For example, physical education teacher, track coach, or athletic trainer. There are a number of colleges that offer this area of study. California State Universities are relatively more affordable in terms of tuition and fees when compared to private colleges or University of California (U.C.) schools.

Some of these universities and their website for this field of study are: 1. Cal State University Northridge - http://kinesiology.csun.edu/

2. Cal State Univ.of Los Angeles - http://www.calstatela.edu/dept/pe/

3. Cal State Univ. Long Beach - http://www.csulb.edu/colleges/chhs/departments/kin/

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip

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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.

California Association for Health, Physical Education, Recreation and Dance. (CAHPERD) website: http://www.cahperd.org/index.html

What We Are  The California Association for Health, Physical Education, Recreation and Dance (CAHPERD), founded in 1930, is a non-profit, voluntary membership corporation formed exclusively to promote the organizing and progress of school, community and statewide programs of health, physical education, recreation and dance which will embody such opportunities and which will insure the inclusion of such programs within the most appropriate philosophical and social context of life in California.

2008 CAHPERD CONFERENCE"Power of Commitment"

Being held at the Mission Inn and Riverside Convention Center

March 6-9, 2008

Call for Presentations for 2008 Conference

Call for Presentations - Deadline May 22, 2007

Future State Conferences 2009 - TBA

2010 - March 4-7, Ontario

Check back soon for more information

Contact: CAHPERD, 916-922-3596; 800-499-3596 (CA only)

 

Contact: CAHPERD, 916-922-3596; 800-499-3596 (CA only)

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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.

Source: PE Central – is one of the premier website for health and physical education teachers: http://www.pecentral.org/jobcenter/specificJob.asp?jobID=1348

Position Name/Title: Physical Education Teacher

Grade Level of Opening: 6-8

Application Deadline: Until Filled

Job Description & Information:

NEW middle school located in the midst of the Los Angeles downtown skyscrapers. School to feature modern gym and locker facilities, artificial turf, basketball deck, softball, soccer, and numerous other perks. The school program will include a focus on collaboration, creating small learning communities, advisory periods, inner-mural athletics during lunch, after hours sports including basketball and soccer, and numerous additional programs that will support health and active life-styles. Our need is for an innovative and creative educator interested in mentoring and guiding students to health and success in life. Standards based program allows for outside thinking and innovation to motivate and engage second language learners as athletes.

Additional Information:

Visit www.teachinla.com to review salary tables or call us at 213-482-5386, to discuss openings in detail and/or arrange an interview. Candidates should submit a letter of intent, resume, and at least two letters of recommendation. Positions are available until filled. Documents may be faxed to 213-482-0814, or emailed.

Posting will be removed from PE Central: 6/6/2007 6:18:02 PM

Contact PersonThis is the person for all candidates to contact if they need more information about the job.

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Name: Jeanette Stevens Email: Jnet4UCLA@aol.com Phone: 2134825386 Fax: 2134820814

Application Information and DetailsWhere applicant materials should be sent.

Mailing Address: LA Chamber of CommerceJohn Liechty Middle School350 S. Bixel StreetLos Angeles, CA 90017

Attn: Principal

(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.

Audio:http://www.americanrhetoric.com/speeches/jackierobinsonbaseballhofinduction.htm

I chose Jackie Robinson’s baseball hall of fame induction speech, Jackie Robinson made history because he is the first man who broke the color barrier in major league baseball. As a pioneer in the sport of baseball, he opened the doors for other men of color to follow in his footsteps. The impact was a positive change that not only affected the sport of baseball but also the whole world. – This is a historical moment in the world and is a major part of the American culture.

Video:http://www.youtube.com/watch?v=txela2VuI7A

I chose a video clip that showcases Michael Jordan’s top 10 dunks. If I was going to introduce or teach a unit in a game of basketball to a class, it is general knowledge that

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Michael Jordan is regarded as one of the best to ever play the sport. He is a personality that is widely known throughout the world. One way to introduce the game of basketball to young children is to show video clips that will capture their attention and hopefully peak their interest long enough to want to learn the game.

(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.

Dance & Rhythm Unit PlanBy: Antonio Ambrosio for Lull Special Education Center

P.E. Content Standard # 1

Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

P.E. Content Standard # 2

Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

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P.E. Content Standard # 5

Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Rhythmic skills – Skills that develop an understanding and feeling for the elements of rhythm. Examples of physical activities that allow students to express themselves rhythmically include singing rhythms, rhymes and poems, creative movement, folk dance, square dance and interpretive dance.

Objectives:Students will be able to learn how to appreciate music, rhythms and dance. This will encourage positive social and emotional interactions with their peers, following directions, promoting self-esteem, improve general physical fitness, and listening skills.

General Adaptations & Modifications:

Utilize all adult assistants to help students when needed when performing or learning a variety of dance movements, simplify or modify the dance movements if too difficult by allowing the students to create their own movements by using their imagination & decrease the speed or allow the student to work at their pace.

Equipment & Materials:

CD Player, Appropriate Music depending on activity & a large open space

Organization / Management:

Take the whole class or work in smaller groups with an adult assistant leading that group.

Lesson Plans

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Popular Dances or Rhythm Activities that is easy to both teach and learn

1. Activity: The Limbo Dance

Objective: Perform the “ Limbo Dance” to music by trying to duck or walk or any other preferred movement under a stick or a rope as long as they are able to clear the stick or rope.

Setup: The student will start in a line formation. The teacher first explains or demonstrates the desired movements and then adds music. The rope or stick will be held by two assistants and will be lowered accordingly depending on the student’s ability.

2. Activity: Rhythm Sticks

Objective: To follow or imitate the teacher by repeating basic rhythm patterns using rhythm sticks to the beat of the music.

Setup: Give each student a rhythm stick – This can be done in a variety of formations- sitting in circle, straight line, U formation, etc. Use music that has a beat to it. The teacher will lead the activity and the students will follow the same rhythm pattern. Have the adult assistants help certain students if required. Some students may use their hands and clap to the beat instead if appropriate. Students can design their own rhythm stick sequences and lead the group - Tap on the floor, certain own body parts, etc. Be Creative and Have Fun ! Make sure the students are behaving appropriately and enjoying the activity in a safe manner.

3. Activity: Step Aerobics

Objective: To improve cardiovascular fitness by stepping up and down a small step for a specified amount of time depending on the student’s ability level while playing an upbeat music.

Setup: Use a folded mat if you don’t have an aerobic stepper. Spread out the steppers or mats in rows of 2 or 3, with enough space for movement. The teacher or an adult will demonstrate the desired stepping action. Have the adults assistants work with the kids that require more attention. Depending on the ability of the class or student work for intermittent time periods so that the students will have a chance to rest between workouts (increase or decrease the time period if necessary)

Lesson Plan Ideas from other people:

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4629

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Name of Activity: Jail House Rock

Purpose of Activity: To provide dance experience for students with disabilities. This activity may be used with students who use wheelchairs or walkers independently as well as those who need assistance. Students who are ambulatory will find this dance fun, also. This could be used as an inclusion activity.

Prerequisites: Students should have some prior experience with several different moves that can be used during the dance: partner turns of some kind, do-si-do, etc. Before beginning the full dance, give students some time to create and practice some of their ideas for dancing with a partner.

Suggested Grade Level: adapted and/or inclusion - all levels

Recommended music: Jail House Rock by Elvis Presley

Beginning dance formation: Students choose a partner and stand next to their partner in a large circle.

Description of Idea

Students move forward eight steps to the first phrase of the song.Students move back eight steps to the second phrase.Repeat for next two phrases.At the chorus, students turn to their partner and dance with them.This can include short turns to the left and right, twirls, do-si-dos, etc. It is a chance for the students to express their own ideas while keeping the beat. Repeat sequence for the next verse, but this time, students turn to the person on the other side of them for the chorus. In this way the students will have a chance to work with a variety of other students.

Teaching Suggestions:

If there is time, try and have the different pairs demonstrate their partner moves for each other. This will stimulate their creativity, communication, and observation/audience skills.

Assessment Ideas:

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Observation of student's performance as noted: (circle the appropriate answer)

Student moves forward at appropriate times. Consistently Sometimes Not at all

Student "dances" with partner appropriately.Consistently Sometimes Not at all

Student moves throughout the dance area safely (without running into other studentsConsistently Sometimes Not at all

Adaptations for Students with Disabilities:

Some students may need more assistance than others. Peer helpers or paraeducators may be used to facilitate correct performance.

  Email this idea! Printer friendly version

Submitted by Wanda Westbrook who teaches at William E. Burkett Center in Birmingham, AL. Thanks for contributing to PE Central! Posted on PEC: 7/23/2003. Viewed 19615 times since 6/22/2003.

http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=2059

Materials Product

Suggestions from:

Lenoxx Sound® Compact Disc Player w/ Detachable Speakers

$89.99

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Name of Activity: Aerobics/Dance Project

Purpose of Activity: For students to work in groups to create original dances or aerobics routines.

Prerequisites: Previous practice of some dance and aerobic routines and moves.

Suggested Grade Level: 9-12

Materials Needed: CD/Tape player, anything else the students need as a result of their designed routines.

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Description of Idea

Have students get into groups of 3-5. Each group gets a copy of the Dance Aerobics Project Description. Provide class time as you see appropriate for your students to develop and practice their routine.

Once all students have completed their routines (may take a day or two), have each group present their routine to the entire class, then teach their routine to the class.

Teaching Suggestions:

Students should write out the steps to their routine to turn in with other assessment sheets.This lesson could take a number of class periods if each group teaches their dance or aerobics routine to the entire class. This portion can be skipped.Collaborate with English teachers for the creative origin of the dance paper.

Variations:

Separate this lesson idea so that groups have to create both the aerobics and line dance routines.

Assessment Ideas:

Grade student routines using the Aerobics and Line Dance Grading Sheet, or create an appropriate form.

Have students assess contribution and participation of their group using a Group Evaluation Sheet for Students.

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Submitted by Christy Haynes who teaches at Hickory High School in Hickory, NC. Thanks for contributing to PE Central! Posted on PEC: 12/29/2001. Viewed 52560 times since 8/24/2001.

This is a sample dance unit plan that I have done for my school. I will add some hyperlink that involves dance lessons that will make this lesson more interactive with my students.

PE Zone

The PE Zone provides a number of Dance & Rhythm lesson ideas developed by the college students of Dr. Debby Mitchell who teaches as the University of Central Florida.

http://reach.ucf.edu/~pezone/dance/index.htm

http://www.turnstep.com/

This website illustrates basic and advanced step aerobic patterns, which is helpful for those who are teaching step aerobics

http://www.tntisland.com/limbo.html

This website provides more information regarding the brief history of the limbo dance.

Online Ballroom Dance Tutorial

This site offers information on learning/teaching ballroom basics, the waltz, the foxtrot, and the East Coast Swing. According to the website, "you can learn how to ballroom dance online by clicking on the category you would like to learn. Each category contains lessons listed in order from least difficult to advanced".

http://www.generationnowfitness.com/

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A fitness facility located in Chatsworth, Ca. They provide a variety of activities / classes to children ages 5 –17 designed for the mental & physical wellness of kids. For example: dance classes, yoga, strength training, etc.

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