NASP - Educational Curriculum Aligned with Michigan’s Department of Education Standards and Grade Level Expectations Grades 6-8 Revised 2006 1 © 2006 The National Archery in the Schools Program does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment or in the provision of services. NASP Revised 2006 2 “On Target for Life” Grades 6-8 Archery Important note: This archery unit may be used ONLY in conjunction with the National Archery in the Schools Program certification classes and manual. The instructor must be authorized through the NASP program as having received the new NASP curriculum prior to classroom implementation. Overview: As a result of this unit, the history, physical, emotional and social benefits will be learned. In addition, safety strategies, skills and archery techniques necessary to participate in and enjoy archery as a lifetime activity will be fully addressed. Note to instructor: The activities, enhancements and timeframe of this unit may be adapted to fit specific student or classroom needs. However, the safety procedures and instructional guidelines for teaching archery as developed by the National Archery in the Schools Program MUST be taught throughout the unit. For adaptations for special needs students, please see the Appendix. 3 Major focus: • Michigan Education Strands/Grade Level Expectations: o Health/Physical Education 1. Content Standard 1:Applied Health Concepts a. Explain the relationship between positive health behaviors and the prevention of injury, illness, disease and other health problems. b. Describe the interrelationship of physical, intellectual, emotional and social health during adolescence. c. Describe ways to reduce risks related to adolescent health problems. 2. Content Standard 2: Accessing Information Services a. Demonstrate the ability to utilize resources from the home, school and community that provide accurate health information. 3. Content Standard 3: Health Behaviors a. Explain the importance of assuming responsibility for personal health behaviors. b. Demonstrate strategies to improve personal and family health. 4. Content Standard 4: Influences a. Describe/analyze the influence of cultural beliefs, media and other sources, technology and peers on students’ health choices. 5. Content Standard 5: Goal Setting and Decision Making a. Demonstrate the ability to apply a decision making process to health issues and problems individually and collaboratively. b. Explain how decisions regarding health behaviors have consequences on self and others. c. Describe how personal health goals are influenced by changing information, abilities, priorities and responsibilities. d. Apply strategies and skills needed to attain personal health goals. 4 6. Content Standard 6: Social Skills a. Describe how behavior of family and peers affects interpersonal communication. b. Demonstrate communication skills for building and maintaining healthy relationships. c. Demonstrate attentive listening skills. 7. Content Standard 7: Health Advocacy a. Demonstrate the ability to influence and support others in making positive health choices. b. Express information and opinions about health issues. o Social Studies 1. Strand I: Historical Perspective b. Standard 1.1 Time and Chronology: Students will sequence chronologically the following eras of American History and key events within these eras in order to examine relationships and to explain cause and effect c. Standard 1.2 Comprehending the past: Students will understand narratives about major eras of American and world history by identifying the people involved, describing the setting and sequencing the events. 2. Strand II: Geographic Perspective 1. Standard II.1 Diversity of People, places and cultures: Students will describe, compare and explain the locations and characteristics of places, cultures, and settlements 2. Standard II.2 Human/Environment Interaction: All students will describe, compare and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact and the interrelationships among them. 3. Standard II.3 Location, Movement and Connections: Students will describe, compare and explain the locations and characteristics of…migration. 4. Standard II.4 Regions, patterns and processes: Students will describe and compare 5 characteristics of ecosystems, states, regions, countries, major world regions and patterns and explain the processes that created them. 3. Strand V: Inquiry 1. Standard V.1 Information processing: Students will acquire information from books, maps, newspapers, data sets and other sources, organize and present the information in maps, graphs, charts and time lines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information. 4. Strand VI: Public Discourse and Decision Making 1. Standard V1.3 Persuasive Writing: Students will compose coherent written essays that express a position on a public issue and justify the position with reasoned arguments. 5. Strand VII: Citizen Involvement 1. Standard VII.1 Responsible Personal Conduct: Students will consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of the law and how one acts in a virtuous and ethically responsible way as a member of society. o Mathematics 1. Strand I: Number and Operations a. N.FL.07.08 – Add, subtract, multiply and divide numbers fluently b. N.MR.04.14 – Solve contextual problems involving whole number multiplication and division c. N.FL.04.36 – Estimate the answers to calculations using mental math strategies d. N.MR.06.08 – Understand integer subtraction as the inverse of integer addition e. N.FL.06.12 – Calculate part of a number given the percentage and the number f. N.FL.07.03 – Calculate rates of change including speed 6 2. Strand III: Measurement a. N.UN.04.01 - Measure using common tools and select appropriate units of measure b. M.PS.04.11 – Solve contextual problems about surface area c. G.GS.06.01 – Understand and apply basic properties of lines, angles and triangles 3. Strand V: Data and Probability a. D.RE.04.01 – Construct tables and bar graphs from given data b. D.RE.04.03 – Solve problems using data presented in tables and bar graphs c. D.PR.06.02 – Compute probabilities of simple experiments with equally likely outcomes • Essential Core Content: Social Studies: The history of archery. Students will understand, analyze and interpret historical events, conditions, trends and issues to develop historical perspective. o History is a series of connected events, shaped by cause and effect relationships, tying the past to the present. o As early hunters and gatherers developed new technologies, they settled into organized civilizations. Strategies for archery safety: Using safety strategies in archery activities reduces the possibility of injury. o Archery skills and techniques: Techniques (including practice and self-evaluation) are used to develop skills related to performance in games and/or sports. o Principals of motor skills refinement such as accuracy, technique and movement require a logical and sequential approach. Character Development through Archery: Physical, emotional and social benefits can be gained from regular participation in leisure/recreational and/or competitive physical activities. 7 o Communication, cooperation, rules and respect are important to the effective functioning of groups. o Behaviors such as constructive communication, fulfilling commitments and cooperation show respect and responsibility to self and others. Mathematical Concepts through Archery: Basic mathematical concepts can be addressed, taught and real-life connections formed through the use of archery. • Organizer: How can I be “on target for life” through developing skills for, and participating in, the sport of archery? • Essential Questions: o How do I participate in archery in a safe and responsible manner? o How do I successfully perform archery skills? o How does participation in archery activities promote my character development? o How does participation in archery activities enhance my physical, emotional and social well-being? • Enabling knowledge o Safety strategies o Archery equipment o Archery techniques o Basic shooting form o Archery rules o Scoring procedure o Archery etiquette and sportsmanship o Archery history o Physical, social and emotional benefits of archery • Enabling skills and processes: o Research skills o Listening skills o Observation skills o Hand-eye coordination o Refinement of motor skills o Self-evaluation o Following directions o Scoring 8 o Skill improvement through practice o Effective group participation o Communication skills o Cooperation skills o Practicing responsibility and respect 9 Instructional Plan 1 Title: String Bow ™ Success Time: 2 to 3 days Academic Expectations: Student health - Students demonstrate skills that promote individual well being. Psychomotor skills – Students perform physical movement skills effectively in a variety of settings. Essential Content: Archery skills and techniques: • Techniques (including practice and self-evaluation) are used to develop skills related to performance in games and/or sports. • Principles of motor skills refinement such as accuracy, technique and movement require a logical and sequential approach. Essential Questions: How can I participate in archery in a safe and responsible manner? How do I successfully perform archery skills?