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=Welcome the Japanese Cultural Exchange!--For November 14 meeting--Andrea will email newest guidelines --=

==This wiki is to help Barrington Elementary Teachers connect and exchange information on Japanese Culture. Please feel free to comment and add any information you feel others could benefit from! Let's work together to make this 2011-2012 school year a great one!==

 **Unit Title:** //What is a Culture?//

**Teacher & Grade:** Debbie, Angi, Gwen, Lou, Carol and Andrea

**__Big Idea/Enduring Understanding__****:** //What do you want students to remember in 10 years?// Respecting other cultures will lead to curiosity and will enhance Global Citizenship.

**__Essential Question(s)__****:** **//What is a Culture?//**

**__Product/Performance Task__****- Students will create to demonstrate their understanding (flexible application of knowledge and skills): Grade 3**

**Interdisciplinary Connections and Performance Tasks:** =**Art Unit Plan** = (Students will create a Carp banner/kite to represent students’ culture--April 24, 27) Yasue Sakaoka--Artists in the Schools **Music Unit Plan** Students in Grades 1-5 will work with Eric Paton to learn Taiko drumming on Feb 13, 15, 24 Eric will return on May 4 afternoon 3rd Grade students will form the initial Barrington Taiko Group Dublin Davis Taiko Group performs at 10:00 on February 16 3rd grade students who choose may participate in a concert on March 24 3rd grade students end of the day Taiko assembly on May 4 Debbie and Angie will buy Rolling Rice Cake **Library Unit Plan** Students will perform a Japanese Folk Tale http://www.janm.org/janmkids/taiko.php--Janm Kids Bento Box-Site has several possibilities--Be a Taiko drummer http://www.janm.org/janmkids/lunch.php--What's for Lunch http://www.janm.org/janmkids/kokeshiworld/--Design your own doll.

http://www.storycardtheater.com/products.html--Kameishibai

**May 5th – “Golden Week” - Friday, May 4th, 2012 Children’s Festival**
 * March 24th - 3rd Graders will perform at the Dublin Taiko. **

**May 4--Friday A day--** a week of announcements-Japanese culture--word of the day cultural fact available for SmartBoards, Bookwallow 2:10 Whole culminating experience -- 3rd grade Kites parade to welcome audience 1/2's Rolling Rice Cake performance, kameishibai-- kids talking culture, guest speakers, stills of grade 3 experiences, 3rd grade live drumming performance

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Museum of Japanese Articles** - Students will share/present about the articles <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Health & Wellness** (Lunch) – Taste foods from the Japanese Culture (Health & Wellness Committee) <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;"> Edamame, Dumplings, etc. <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Japan Discovery Box**: Clothing, Toys, postcards, letters <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Resources** -
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Honda, Japanese Parents Group
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Japan-American Society of Central Ohio **[]**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Taiko drum symbols
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Migiwa Orimo
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Basho Apparel is a small design studio based in //Yellow Springs//, //OH//. Paul Baker, //artist// and owner, hand prints each and every shirt.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Andrea Lusk has Ohio Wesleyan and Honda contacts
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Japanese artist from Yellow Springs

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">[]

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**__Real world purpose/audience__****:** Third Graders will share this learning with their school community via a Japanese Culture Fair/Festival during on Friday May 4th, 2012 at our Children's Festival, "Golden Week" <span style="font-family: 'Times New Roman',Times,serif; font-size: 19px;">,Grade 3 parents <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">(Teachers will sign up on the wiki for classes to come)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**__Real world models__** **(e.g. mentor texts, etc.):** <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Rolling Rice Cake by <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">Why the Cat Smiles? by <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">The Boy Who Drew Cats by http://www.aaronshep.com/stories/045.html This website has a synopsis of the story and the resource information for the book at the bottom of the page. I think there might be a video available of this story, too?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**for Content & Skills** ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">**Formative/Summative Assessments** ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;"> **//I Can Statements//**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 19.2px;">I can... ||  ||   ||   ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Academic Content Standards:**

<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 20.5833px;">__**Art Standards**__
<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Historical, Cultural and Social Contexts**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> Students understand the impact of visual art on the history, culture and society from which it emanates. They understand the cultural, social and political forces that, in turn, shape visual art communication and expression. Students identify the significant contributions of visual artists to cultural heritage. They analyze the historical, cultural, social and political contexts that influence the function and role of visual art in the lives of people.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Benchmark C**: Identify and describe the different purposes people have for creating works of art.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Grade Three** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> 3. Identify artworks from their communities or regions and communicate how they reflect social influences and cultural traditions.

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Visual: Creative Expression and Communication** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students create artworks that demonstrate understanding of materials, processes, tools, media, techniques and available technology. They understand how to use art elements, principles and images to communicate their ideas in a variety of visual forms.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Benchmark A:** Demonstrate knowledge of visual art materials, tools, techniques and processes by using them <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">expressively and skillfully.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Grade Three** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">1. Demonstrate skill and expression in the use of art techniques and processes.

<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 20.5833px;">__**Fine Arts - Music** **Grade 3**__
<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Standard:** 01 Identify and demonstrate basic music forms. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify and demonstrate AB form and verse/refrain form. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Identify and demonstrate same and different, introduction, interlude, and coda Identify and respond to music of historical and cultural origins. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:B** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Sing, listen and move to music from world cultures. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Discuss the purpose of music from selected historical periods. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify, listen and respond to music of different composers. Recognize the interaction of people in music. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Benchmark:C** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Recognize and describe ways that music serves as an expression in various cultures.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//Historical, Cultural and Social Contexts// **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> Benchmark:A **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Creative Expression and Communicatio**n// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Standard**: 02 Sing and/or play instruments, alone and with others, demonstrating a variety of repertoire, using proper technique, accurate rhythm and pitch and appropriate expressive qualities. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:A** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Sing, alone and with others, a varied repertoire of songs with accurate rhythm and pitch and appropriate expressive qualities. *Use the head voice to produce a light, clear sound and maintain appropriate posture. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Play, alone and with others, a variety of classroom instruments with proper technique. Read, write, improvise and compose melodies and accompaniments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:B** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Improvise and compose simple rhythmic and melodic phrases and ostinati (e.g., compose a melody for a poem, question/answer). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Read, write and perform using sixteenth notes, eighth notes, quarter notes, half notes and quarter rests in 2/4 and 4/4 meter. *Read, write and perform extended pentatonic melodies with high do (do'-la-sol-mi-re-do) on the treble staff in G-do, F-do and C-do using a system (e.g., solfege, numbers or letters). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Improvise and compose short songs and sound pieces using classroom instruments and sounds in the room environment. *Use iconic representations of specific sound ideas. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Use a system to count out/read rhythms and melodies. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Analyzing and Responding**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Standard:** 03 Identify and demonstrate elements of music using developmentally appropriate music vocabulary. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Benchmark:A** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify and demonstrate elements of music using developmentally appropriate vocabulary and music terms (e.g., quarter note, piano, forte). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify how elements of music communicate ideas or moods. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Identify and respond to simple music forms (e.g., rondo, AB). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Demonstrate a knowledge of terms related to form (e.g., DC, DC al fine, DS, DS al coda, endings). Identify the sounds of a variety of instruments including orchestra, band and classroom instruments. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:B** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify the four families of orchestral instruments visually and aurally. Discuss and evaluate individual and group music performance. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:C** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Discuss and evaluate individual and group music performance.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Valuing Music/Aesthetic Reflection**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Standard:** 04 Reflect on their own performances and the performances of others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:A** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Participate in developmentally appropriate music activities <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Develop criteria for reflecting on their performances. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Respond physically to expressive qualities of music. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Identify the musical qualities that contribute to the expressiveness of individual musical works. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Investigate how and why music is valued by individuals or groups. Demonstrate audience behavior appropriate for the context and style of music performed. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:B** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Attend live music performances and demonstrate audience behavior appropriate for the context and style of the music performed. Demonstrate how music communicates meaning of text, feelings, moods or images, and influences personal preferences. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:C** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Respond physically, emotionally and/or intellectually (e.g., movement, written/oral description) to a variety of age-appropriate music. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Demonstrate how music communicates meaning of text, feelings and moods or images. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify personal preferences for specific music selections.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Connections, Relationships and Applications**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Standard:** 05 Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts. Benchmark:A <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Interpret music through dance, drama and visual art. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Identify the use of similar elements (e.g., form, rhythm) in music and other art forms. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Explain ways that the basic principles (e.g., elements of music) and subject matter (e.g., topics, themes, lyrics) of music are interrelated with disciplines outside the arts. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">*Explore various audio and visual means of communicating an idea or telling a story. Describe how music is used in various cultures in the United States. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:B** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Identify similarities and differences in music of the United States. Identify and describe roles of musicians in various music settings. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> **Benchmark:C** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> *Discuss that some people write music, direct music and/or perform music as careers.

__Library Grade 3__
//<span style="font-family: 'Times New Roman',Times,serif;">**LIBRARY ORGANIZATION** // <span style="font-family: 'Times New Roman',Times,serif;">** Benchmark C: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Explore and use various forms of literature for schoolwork and personal enjoyment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">3. Participate in choral speaking, creative dramatics and other literary <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> enrichment activities. <span style="font-family: 'Times New Roman',Times,serif;">** Benchmark C: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Tell stories and facilitate multidisciplinary reading experiences. <span style="font-family: 'Times New Roman',Times,serif;"> ** Benchmark C: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Utilize a research-based process, in collaboration with teachers, to integrate the library <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">program with academic content standards and the district curriculum. <span style="font-family: 'Times New Roman',Times,serif;">** Benchmark H: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Share multicultural children's books in culturally conscious ways.

//<span style="font-family: 'Times New Roman',Times,serif;">** LIBRARY BASED TECHNOLOGY ** // <span style="font-family: 'Times New Roman',Times,serif;">** Benchmark C: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Demonstrate effective usage of library-based technologies, including the Internet and other <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">electronic resources for teaching and learning.

//<span style="font-family: 'Times New Roman',Times,serif;">** INFORMATION LITERACY ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Library Organization <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> 2. Understand that information books are arranged on the shelf according <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> to their subject using the Dewey Decimal System. <span style="font-family: 'Times New Roman',Times,serif;">** Benchmark C: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Explore and use various forms of literature for schoolwork and personal enjoyment.

<span style="font-family: 'Times New Roman',Times,serif;">**// Reading Encouragement //** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">3. Participate in choral speaking, creative dramatics and other literary <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> enrichment activities. <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> 5. Read for pleasure and information. <span style="font-family: 'Times New Roman',Times,serif;">** Benchmark D: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Describe types of information including facts, opinions, primary/secondary sources; and <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">formats of information including number, text, sound, visual, multimedia; and use information for a <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> purpose. <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> 2. Recognize that information gathering is based on a need (e.g., gather <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> information to learn more about a topic or gather information to answer <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> questions).

<span style="font-family: 'Times New Roman',Times,serif;">//** TECHNOLOGY LITERACY **// <span style="font-family: 'Times New Roman',Times,serif;"> ** Benchmark B: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Use the Internet to find, use and evaluate information. <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">2. Type a simple search term in a teacher- or librarian-selected search <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> engine to find general information (e.g., weather or Japanese Culture).

<span style="font-family: 'Times New Roman',Times,serif;">//** MEDIA LITERACY **// <span style="font-family: 'Times New Roman',Times,serif;"> ** Benchmark A: ** <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">Explain the intended effect of media communications and messages when delivered and <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">received by various audiences and for various purposes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> 2. List and label the various ways in which people are presented and <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> represented through costume and setting in a variety of media <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> communications delivered and received.

<span style="font-family: 'Times New Roman',Times,serif;">// Media Messages // <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">3. Recognize what type of information is delivered through a specific <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">media message and chosen format (e.g., informational, recreational, <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> personal greeting).

<span style="font-family: 'Times New Roman',Times,serif;"> // Media Elements // <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">1. List and describe the various visual elements and techniques used to <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;">design and construct a central idea in print and nonprint media <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> documents and presentations (e.g., color, graphic symbol, sound and <span style="font-family: 'Times New Roman',Times,serif; font-size: 14.6667px;"> motion, camera angles, light and shadow).

<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">__**Physical Education Standards**__

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**//Motor Skills and Movement Patterns//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Combine locomotor and non-locomotor skills into movement patterns.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Benchmark: A**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Perform a sequence of movements (e.g., dance, gymnastics, jump rope) with a beginning, middle and end. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">1. Balance on a variety of objects that are either static or dynamic. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">2. Apply the critical elements of fundamental manipulative skills in basic settings. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Benchmark: B**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Overhand throw with force, using appropriate critical elements (e.g. side to target, step with opposite foot, <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">rotate trunk, elbow bend, extension and follow through). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">3. Catch a variety of objects in dynamic conditions using the critical elements (e.g. eyes on object, move into line, <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">hands ready, hands catch, absorb force “give”). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">4. Strike an object with a short-handled implement, using the critical elements (e.g. sideways to target, eyes on <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">object, bat [or racket] back and up [or down], step with opposite foot, trunk and hip rotation, swing through the <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">ball). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">5. Kick the ball to a target using the critical elements (e.g. long stride to the ball, support foot next to the ball <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">[toe to the target], contact the center of the ball [or bottom if the goal is height], use the inside of the foot <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">for accuracy [or laces if the goal is power], follow through to the target).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Personal and Social Skills**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Exhibits responsible personal behavior and social behavior that respects self and others in physical activity settings.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Benchmark: A**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Follow rules and safe practices in class activities. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">1. Identify equipment-specific safety rules and follow them. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">2. Recognize characteristics of the equipment and environment that effect safe play. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">3. Interact and communicate positively with others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Benchmark: B**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Work cooperatively with a partner in the development of an activity, dance sequence or game. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Cooperation and Respect <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">4. 21st Century Skill <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Cooperate with a partner or small group by taking turns and sharing equipment. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">5. Demonstrate acceptance of skill and ability of others through verbal and nonverbal behavior. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">6. 21st Century Skill <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Demonstrate cooperation with others when resolving conflict.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Values Physical Activity**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Appreciate physical activities that promote self-challenge and enjoyment.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Benchmark: A**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Identify positive feelings associated with participation in physical activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">1. Select and practice physically challenging activities in order to improve a skill and/or to experience success. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">2. Explain reasons for selecting a particular physical activity as a favorite. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">3. Demonstrate enjoyment (e.g., smiling, positive reinforcement, high five) while participating with others during <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">4. Appreciate physical activities that promote self-expression and social and group interaction.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**Benchmark: B**// <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Discuss personal feelings, thoughts or ideas that result from participation in physical activities with others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">(e.g. dance sequence, game). <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">5. Recognize that physical activity provides opportunities for social interaction. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">6. Interact positively with partners or small groups in a variety of physical activity settings.

__<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** A COMPLEX THINKER. . . ** __

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** Indicator 1: **** Identifies and defines authentic problems and essential questions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We hear it when people ask: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "What's really the problem at the heart of all this?" <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "What's the main idea that ties all this together?" <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "How do these things relate to each other?" <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We see it when people: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Clarify and sort essential information from non-essential information. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Try to understand the root of the problem. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Find the "umbrella" concept that unites all the pieces. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Create a research question to begin exploring a problem. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** In Other Words... Teachers help students see what really matters and show them how to independently explore and solve problems. **

//<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** Indicator 2: **** Collects, assesses and analyzes relevant information. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We hear it when people ask: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "What's the __best__ way to research this?" <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "How do I know this is true? How can I find out?" (Pre-Test: What do you know about Japan? <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">Prior Knowledge - KWL Chart) <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">“So what? How is this information significant?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “Does this evidence help me answer the question or not?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “How are these things similar? Different?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We see it when people: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Break down a concept, idea, or evidence into its component parts, to understand how the parts make the whole. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Sift through pieces to learn more about a problem. Looking through various pieces to learn more <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Keep a record of what they find and where to find it again. – Chart of songs, art pieces, folk tales, instruments we have heard, Fishbone Chart <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Figure out what evidence is most relevant. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Evaluate sources of information for their credibility. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Use graphic organizers to process information as it comes to them. – Music song/Art piece Venn diagram <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** In Other Words... Teachers help students learn how to do research and examine evidence. **

//<span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** Indicator 3: **** Explores and develops solutions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We hear it when people ask: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "How can we solve this? How ELSE can we solve this?" Asking students to dramatize and retell Japanese folk tales. Is this the best costume, action, story, etc? <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "Is this solution really the best one? What are the drawbacks and benefits? <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "What are possible unintended consequences if this happens?" <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "Are we using our resources in the best way?" <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q "How can we make this better?" <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We see it when people: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Use evidence to support a position. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Think outside the box. (outside THEIR box) <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Propose answers to their research or essential question, using data. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Discuss the best way to use limited resources to solve the problem. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** In Other Words... Teachers help students learn to develop multiple approaches to solve complex problems. **

//<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** Indicator 4: **** Makes judgments and decisions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We hear it when people ask: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “How do we know that’s true?” How do we know that this piece is….? <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What makes this better than that?” <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “By what criteria is that ‘good’ work?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What is the rationale behind that person’s position?” <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “How credible, reliable, or accurate is that position?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We see it when people: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Analyze and evaluate data/evidence, arguments, claims and beliefs. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Synthesize and make connections between information and arguments. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Interpret information and draw conclusions based on the best analysis. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Weigh solutions and positions based on criteria. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** In Other Words...Teachers help students learn to evaluate positions and look for the reasoning behind actions and beliefs. **

//<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** Indicator 5: **** Uses systems thinking to understand complex inter-relationships. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We hear it when people ask: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What is changing? How is it changing?” Think about how the student thinking has changed. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What is the relationship between the things that are changing? Is there a cause-and effect relationship at work?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What part do we play in this system?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What are the potential consequences of our actions?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What happens when something gets added or taken away from the system?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We see it when people: ** <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Develop awareness by seeking to understand the big picture <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Develop understanding by changing perspectives <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Plan and take action by considering both short and long term consequences of actions, finding unintended and delayed consequences, and checking results and changing actions if needed. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Examine parts to see the whole interconnected system. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** In Other Words...Teachers and students strive to understand the complexities and interconnectedness of our world systems by using the habits, strategies, and tools of systems thinking. **

//<span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** Indicator 6: **** Reflects critically on learning experiences ****, **** processes and solutions. ** // <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We hear it when people ask: Classroom Reflection ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What were my strengths?” <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;"> “How have I learned from other people to grow in new directions?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What knowledge do I need? Skills? Understandings?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What have I taken away from this experience?” <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q “What will this impact my life next time I encounter a new culture?” <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** We see it when people: ** <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Pause to examine their own work. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Seek both “warm” and “cool” feedback to improve themselves. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Look back on the learning process steps to see where they performed well or missed the target. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Use data to inform their practice. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Make specific, measurable, attainable, results-oriented and time-bound goals and create benchmarks. <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">q Celebrate their own successes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">** In Other Words... **** Teachers help students to think about their thinking, to make their thinking better next time. **

<span style="background-color: #ffffff; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">//**A GLOBAL CITIZEN. . .**// <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Indicator A:** Understands the perspectives of others. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Indicator B**: Understands the dynamics and interconnectedness of cultures and systems. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Indicator C:** Engages in cross-cultural communication and collaboration. <span style="font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Indicator E:** Participates in and initiates service-learning. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Indicator F**: Exercises civic responsibility. <span style="background-color: #ffff00; color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 17.6px;">**Indicator G**: Employs technology to inform one’s local, national and global perspectives.