Teacher Page

| Home | Introduction | Task | Process & Resources | Evaluation | Conclusion | Credits |
 

• All Students will collaborate via technology and multi-sensory application with each team member.
• All students will employ inferential and deductive reasoning in making interpersonal decisions.
• All students will enhance cross-curricular application in mathematics, science, and health.
• All students will evaluate and analyze the end product with an eye on future applications and functional changes.

 Mathematics Core Curriculum Content Standards

•  All students will develop the ability to pose and solve mathematical problems in mathematics and other disciplines in everyday practices. 
• All students will communicate mathematically through written, oral, symbolic, and visual forms of expression.
• All students will connect mathematics to other learning by understanding the interrelationships of mathematical ideas and roles that mathematics and mathematical modeling play on other disciplines and in life.
• All students will regularly and routinely use calculators, computers, manipulative, and other mathematical thinking, understanding, and power.

Cross-Content Workplace Readiness

• All students will develop career planning and workplace readiness skills.
• All students will use technology, information, and other tools.
• All students will use critical thinking, decision making, and problem-solving skills.
• All students will demonstrate self-management skills.
• All students will internalize the value of compromise, comparison, and negotiation in the formulation / application of a project.

Gardener's Multiple Intelligences

• All students will use Verbal Linguistic; Visual Spatial; Bodily Kinesthetic; Inter/Intrapersonal throughout both preparation and presentation.
• All fitness instructors will employ Naturalist and Existential via analyzing specific bodily systems as well as internalizing life / physical symptoms.
• All account managers and layout designers will employ Mathematical Logical in both gym design/creation as well as ledger accounting via Excel.

Gergorc's Learning Styles

• Concrete Sequential:  Structured boundaries established for each position; researching facts about health and gym equipment cost factors.
• Concrete Random:  Experimenting with WEBMD for scientific answers; intuitive names applied to the cadets.
• Abstract Sequential:  Analyzing health issues; applying logic to determine the best cadet.
• Abstract Random:  Give-n-take of the group presentation; interacting with other group members; focus on selecting the best cadet.

Bloom's Taxonomy:

• Convergent:  Knowledge by gathering information on gym design or health issues;  understanding by interpreting each cadet's bio; and applying by finding solutions via gym design and developing a health plan.
• Divergent:  Analyze by interacting with WEBMD and StarTrac while ascertaining pluses and minuses;  evaluate by meeting as a group, comparing/making choices as well as verifying accuracy of information;  and create via the development of health and gym plans, drawing conclusions, and predicting the best new cadet.

Extrinsic Motivators

• Use of a interactive StarTrac Web Site.
• Use of the interactive WEBMD Web Site.
• Ability to be rewarded by determining own destiny via cadet selection.
• Establish accountability within the group for positive recognition.

Retention

• Meaning:  Middle school students are entering health conscious environments supported daily by educational programs.  They have an awareness of the importance of exercise, diet, and other health related issues including gym exercise programs.
• Sense:  This meaning is reinforced within the web-quest via a humorous approach both visual and written; highly interactive web sites; and the ability to make the cadet choice which is neither right or wrong.