EDM 310 Class Blog

Monday, July 6, 2015

Study Proves Technology has Positive Impact

Teachers have successfully implemented technology in the classroom, according to a recent study by CompTIA—which surveyed 500 K-12 and college instructors across the country. The report,IT Opportunities in the Education Market, revealed that 78 percent of K-12 teachers and administrators believe technology has positively impacted the classroom and the productivity of students. Roughly 65 percent of educators surveyed also believe that students are more productive today than they were three years ago due to the increased reliance on technology in the classroom.

Information Found at http://www.usnews.com

Thursday, August 30, 2012

Arts in Schools

View the Video at: http://www.learner.org/vod/vod_window.html?pid=1753
(You may need to copy this URL and paste it to your browser OUTSIDE of e-College to view the video)

***Select the VoD icon to the right of

VOD "#1 Introducing Arts Education" to view the free video***

What do you think about the video? Below are my thoughts.

1. What is valuable about the arts in the classroom?

It allows them to be creative and gives them self-esteem to do better in other areas in the classroom. In return it brings their scores up. It’s also something fun to do with teaching and reinforcing other subjects.

2. What did you notice about the teachers in the video?

I noticed that they were all passionate about the arts and truly believed in the impact it had on children at school. I also noticed they asked children questions and whatever the answer the children gave it was correct, but the teacher always gave them alternate ways to look at the question.

3. Was there anything that you viewed that you would attempt to do in your future classroom?

What I would use in my classroom would be what the video recommended about integrating the arts in other subject areas in school. Also I liked how they said a form of assessment was not what the children memorized for a test but something you could see by watching the children. 

Monday, July 16, 2012

Coordinatied School Health Program

Coordinated School Health Program

 Cass County, North Dakota

 By: Shelby Owen, Stephanie, and Greta Miller

Step 1

School Health Coordinator: Stanley Cooper

Stanley Cooper started off as a high school teacher at Evergreen High School in Colorado.  The subject he taught was anatomy. Stanley Cooper was always interested in the human body, but became more interested in health when his wife and he had a son who was diagnosed with diabetes as a young child. After that happened to his son he not only was the anatomy teacher at his school but also started health programs there. As the years went he discovered he enjoyed spending his time teaching people about health and nutrition. He then began to develop a Health and Nutrition group within his county of Jefferson in Colorado. His health and nutrition group grew more than anyone in the county expected and in result got the attention of Cass County in North Dakota. Although Cass County has a Food, Nutrition, and Health Program Stanley Cooper has been hired to provide Cass County schools with extra knowledge about health and nutrition, to put on programs, and activities for the schools. Stanley Cooper has eight other board members working with him to spread the knowledge about health and nutrition. He will hold School Health Council meetings on the first Thursday of every month, and will also have presentations for the School Board the second Monday of every month. These presentations will tell the School Board what programs and activities will be going on in Cass County high schools the following month. Stanley Cooper plans on going to each high school in the county and teaching them about Myplate as one of his programs. An example of one of his activities is holding a carnival, one day out of the year for each school, in the summer, that has many different physical activities to do such as: three-legged race, hula hooping competition, tug a war, bike races, and more. Also at this carnival it will not have carnival junk food but nutrition fun food and at each station there will be a sign that says what carnival food this replaces and how many less calories it is and what it does for your body. We will do activities like this during the kids physical education classes at the beginning of the year to start the kids off with a positive attitude about physical education classes. To let you know Stanley Cooper a little more we will provide some information about him: he is Caucasian, a male, a Republican, he is 41, is married, and has 2 kids. 

Step 2

Brooks Bollinger is from Bismarck, North Dakota. He has decided to dedicate some of his time to Cass County Coordinated School Health Program because he know the obesity is a problem for America, but he wants to fight it off the best he can and has decided to help Cass County. Brooks Bollinger played college football at the University of Wisconsin and went on to get drafted by the New York Jets. By getting someone who has succeeded in life and made his name known into the high schools of Cass County will make students listen to what Brooks Bollinger has to say about health and nutrition. He will visit schools in Cass County once every year to talk about the importance of eating right and exercising.

 The State of Maine Learning Results says students will understand how to reduce their health risks through the practice of healthy behaviors. We believe that our Coordinated School Health Program will teach the county of Cass the same thing through activities and programs, like Brooks Bollinger coming to talk to students and the carnival idea. That way we will teach the idea of importance of health and fitness but have fun.

Meetings: What: The meetings that will be held will discuss how well the program is doing, improvements that can be made, if the current programs and activities are working to improve education about health and nutrition, and answer any questions about the program.

                        Location: Cass County Board of Education

                        When: School Health Council meetings on the first Thursday of every month starting August and end in May

                        Time: 6:00 p.m.  

Will Consist of:

·          Getting the support of the community so they will fund some of the activities we have planned.

·          Show how physical education that has been cut from some schools and how it affected that school.

Step 3


·          On the homepage of Cass County’s website, www.casscountynd.gov, there will be a advertisement telling the people of Cass County what the Coordinated Health Plan has planned for Cass County schools.

·           There will also be a advertisement in Cass County Reporter listing the time and date of the meeting.

·          There will be three billboards spaced accordingly in Cass County


                  Cass County Schools

“Teaching Students Exercise can be FUN!”

           Meeting for Public: Cass County Board of Education

                  August 8, 2011          6:30

Step 4

Board Members (8):

 Carter Williams: Businessman in Cass County

 Betsy Miller: President of PTA in Central Cass High School/Parent

Clay Simpson: Basketball Coach of West Fargo High School/Parent

Michel Mann: Physical education teacher at Sullivan Middle School

Kelsey Hollis: Involved with PTA at North High School/Parent

Wayne Long: Businessman in Cass County/Parent

Scott Wagner: Commissioner in the Cass County Government

Cory Steiner: Principle of West Fargo High School

There are five districts and one person will be on each district, except for the three largest districts will have two board members on those districts. All board members will teach each district the same concepts of health and fitness except if one district has a specific need. Each district will have the same activities as well as the same amount of activities. By assigning one, or two, board members to a district it allows for each school in those districts to get personal attention.

Step 5

Our vision for the Coordinated School Health Plan is to focus on Physical Education and Physical Activity. In doing so we belief we will better our P.E. classes and make our kids of Cass County enjoy exercising and show them there are many different ways to exercise.

The things listed below are going to lead us in the right direction of improving Physical Education and Physical Activity.

·          Improving P.E. classes

o    High school, Middle school, and Elementary

§   The Physical Education teachers will attend the Nutrition and Health Conference every year.

§   The Physical Education teachers must take their students outside 4 days a week during the months of August-October and March-May.

§   Have a Physical Fitness Test at beginning and end of each school year.

o    High School

§   Learn about a new sport every week: Baseball, Football, Rugby, Badminton, ect.

§   Practice the new sport you have learned for the week.

§   Have a short test on the rules of the game for the sport you learned that week

§   Once a month have a scavenger hunt and the clues be about the games you learned that month

o    Middle School

§   Learn about a new sport every week: Baseball, Football, Rugby, Badminton, ect.

§   Practice the new sport you learn for the week.

§   Have a day once a month that the kids vote on their favorite sport for the month and get to play it.

o    Elementary School

§   Learn about a new basic sport every two weeks: Baseball, Volleyball, Football, Soccer, ect.

§   On Fridays have station day, each kid as a station with a fun activity and after ten minutes they rotate to a new station.

·          Carnival Day

o    High school, Middle school, and Elementary School will have it.

o    There will be fun activities set up like tug-a-war, three-legged races, basketball free throw competition, and many more.

o    There will be tables set up that have healthy food at them and on each table there will be a sign that says what this healthy snack or drink replaces at a carnival and what are the benefits of eating the healthy one verses the non healthy one.

·          Brooks Bollinger

o    He will come and talk about how P.E. influenced his life and promote physical fitness.

·          Have a survey at the end of each school year and ask the students if they belief the Physical Education class at their school was necessary and fun.

Step 6

            Show this chart to committee and tell them if we do not get Physical Education up to satisfactory needs then it will soon be taken away from the students. Those counties who have Physical Education should take full advantage of it.

Figure 7. Percentage of U.S. high school students attending daily physical education classes. Data from the Youth Risk Behavioral Surveillance System, Centers for Disease Control and Prevention (14). [A text description of this chart is also available.]

How effective are school PE programs in preventing obesity and promoting physical activity? School boards are receiving mixed messages about PE. On one hand, government organizations like the CDC recommend that all schools require daily PE for all students from kindergarten through 12th grade. On the other hand, the predominant conclusion emerging from research studies is that typical school PE is of low quality when compared with ideal PE instruction. School boards, principals, and teachers facing other competing goals, especially academic achievement, may conclude that if existing PE is of limited value, it should be abolished or at least reduced in favor of other academic instruction. However, PE in elementary schools as currently implemented nationwide (and not ideal instruction) plays an important role in containing excess weight gain among girls (13).

·          Health is when we eat correctly, develop healthy exercise and postural habits and combine these with maintaining a positive outlook.

·          Health Components

o    Physical, Emotional, Social, Environmental, Mental, and Spiritual

·          Community- a social group of any size who share government

·          Partnership- an association that has a common goal and come together because of that goal

We will have a committee party at the end of each year and the district that got the best score on the yearly survey will win a free dinner to the place of their chose.

                                                     Works Cited

Lesson Plan on Bones and Organs #2

Logistics                a. Grade: Public School 4th grade

                                b. Number in class: 25

                                 c. Subject and Topic: Science, Skeletal Bones    

                                d. Length of Unit: 1 week in class


Dear Students and Parents,

In the classroom we have been learning about bones and how to build strong bones. To build off of that we will do an experiment that will last a week. For this experiment we will be putting one chicken leg bone into a glass of milk and another chicken leg bone into a glass of coke. Before the experiment starts the students will write their predictions on what they believe will happen to each bone and why, which should be 4-5 sentences. Each day the students will take both bones out and will examine them to see if any changes have occurred. Then they will write down the changes they see that have occurred in the bone that was in the milk and the bone that was in the coke. The recording of these changes in each bone should be 2 sentences. At the end of the experiment the students will write a one page paper discussing the changes they saw in the bones and talk about whether their predictions were right or wrong and why.


Points Given
Total Points

Records of Change

Conclusion Paper

Total Points

Your Total

Lesson Plan on Bones and Organs

Logistics                a. Grade: Public School 3nd grade

                                b. Number in class: 25

                                 c. Subject and Topic: Science, Skeletal Bones and Organs

                                d. Length of Test: 25 minutes            

                                e. Length of Unit: 3 weeks an hour a week

Unit Description

Start the unit by reading The Skeleton Inside You by Phillip Ballestrino

Lecture on bones of the body

Lecture on organs of the body

Discussion on what bones protect which organ with the class

Homework- Word Search on Bones- http://www.proteacher.com/redirect.php?goto=996 (only bones we went over)

Cut out a skeleton and have them label the bones they are learning

Cut out organs of the body and have them match the organ with which bone protects it

Discussion with the class on what ways they think they can build strong bones

Activity with class talking about strong bones then they will write a short essay on what they discovered:


      1) In cooperative learning groups, students will observe chicken legs

         soaked in vinegar in jars.

      2) Students will observe bones that have not been placed in vinegar.

      3) Students will compare and contrast the similarities and differences

         of the sets of bones.

      4) Students will deduce that the bones that were placed in vinegar were

         weaker and more flexible.

      5) The teacher will explain that the vinegar contains an acid which dissolve

         the calcium phosphate in the bones.  Without calcium bones will

         lose their hardness and will become weaker.

Weighted Grading

Homework: 15%

Quiz on the book: 15%

Classwork: 25%

Essay: 15%

Test: 30%

TOTAL: 100%

Content Outline

1.0   Main Bones of Human Body

1.1   Skull, ribs, and spine

1.2   Pelvis, femur, and patella

2.0   Main Organs of Human Body

2.1   Heart, lungs, stomach, and brain

2.2   Skin, large intestine, and small intestine

3.0   Body Function

3.1   Bones

3.2   Organs

               4.0 Healthy Bones

Learning Objectives

1.0   Main Bones of Human Body

1.1   Distinguish the skull, ribs, and spine from other bones

1.2   Distinguish the pelvis, femur, and patella from other bones

2.0   Main Organs of the Human Body

2.1   Identify information about the heart, lungs, stomach, and brain

2.2   Distinguish the difference between Skin, large intestine, and small intestine

3.0   Body Functions

3.1   List what bones protect which organ

3.2   Name functions of each organ

4.0   Describe ways to make healthy bones

Test Items Specifications

1.0   Main Bones of Human Body

1.1   Given Instruction, the students will be able to distinguish the skull, ribs, and spine, with mastery of 85%.

1.2   Given Instruction, the students will be able to distinguish the pelvis, femur, and petella, with mastery of 85%.

2.0   Body Functions

2.1   Given Instruction, the student will be able to identify information about the heart, lungs, and stomach, with 75% mastery.

2.2   Given Instruction, the student will be able to distinguish the difference between skin, the large intestine, and the small intestine, with 65% mastery. 

3.0   Body Functions

3.1   Given Instruction, the student will be able to list which bones protect which organ, with 75% mastery.

3.2   Given Instruction, the student will be able name the functions of each organ, with 85% mastery.

4.0 Given Instruction, the student will be able to describe ways to make bones strong, with 60% mastery.

For the questions below write out the word True or False according to the answer and if False make True:

1.       (2.2) (Knowledge) The area of the small intestine is the size of a soccer field.  

2.       (2.2)  (Knowledge) The job of the large intestine is to get rid of the waste products left over.

3.       (2.2) (Knowledge) Skin is the largest organ in the human body.

For the questions below chose the correct answer as A, B, or C:

4.       (2.1) (Knowledge) Where is your heart located?

A. In the center of your chest   B. Your left of the chest   C. Your right of the chest

        5.   (2.1) (Knowledge) Which lung is bigger the left or right?

                       A. Same size                 B. Left               C. Right

For the questions below respond with a short answer:

6.   (3.2) (Comprehension) What is the main function of the lungs?

7.   (3.2) (Knowledge)  Name on of the three jobs the stomach has.

For the questions below fill in the blank to complete the statement:

       8.   (3.1) (Analysis) The ribs protect what two organs                                                         .

       9.   (3.1) (Analysis) The skull protects what organ                                                              .

For the following questions match the correct description with the correct bone:

      10. (1.1) (Knowledge) Made up of 22 bones                                                                                     A. Spine

      11. (1.1) (Knowledge) Acts like a cage of bones around the chest                                                B. Femur

      12. (1.1) (Knowledge) Made up of primarily vertebra, spinal cord, and discs                             C. Skull

      13. (1.2) (Knowledge) Largest, strongest, and longest bone                                                           D. Patella

      14. (1.2) (Knowledge) Protects the ends of the femur                                                                     E. Ribs

Write an essay for the following question:

     15.  (4.0)  (Comprehension) Give three examples of ways that can help you have healthy bones.


1.       False- The absorptive surface area of the small intestine is actually about 250 square meters (almost 2,700 square feet) – the size of a tennis court.

2.       True- The large intestine job is to get rid of any waste products left over.

3.       True- Skin is the human body’s largest organ

4.       B

5.       C

6.       The main function of the lungs is to provide oxygen for the body.

7.       Three jobs of the stomach is to store the food you have eaten, break down the food into a liquidly mixture, and to slowly empty the liquidly mixture into the small intestine.

8.       Heart and lungs

9.       Brain

10.   C

11.   E

12.   A

13.   B

14.   D

15.         1.) Eat a well-balanced diet with a significant amount of calcium and vitamin D

      2.) Exercising regularly

      3.) Taking safely precautions to protect your bones
      4.) Avoiding excessive dieting and thinness