Welcome to the Digital Portfolio of Darcy Barber

  1. Home
  2. Educational Autobiography
  3. Philosophy of Education
  4. Degree, Goals & Certification
  5. Resume & Character References 2014-2017
  6. Early Childhood Education Program Requirements
  7. Early Childhood Education - NAEYC Standards Artifacts
  8. Childhood Education - ACEI Standards Artifacts
    1. Standard 1 - DEVELOPMENT, LEARNING AND MOTIVATION
      1. Teaching Philosophy
      2. Ramsey Reading Response
    2. Standard 2 - CURRICULUM
      1. Standard 2.1 Reading, Writing, and Oral Language
      2. Standard 2.2 Science
      3. Standard 2.3 Mathematics
      4. Standard 2.4 Social Studies
        1. Multiple Perspectives of the Waves of Feminism
      5. Standard 2.5 The Arts
      6. Standard 2.6 Health Education
      7. Standard 2.7 Physical Education
    3. Standard 3 - INSTRUCTION
      1. Standard 3.1 Integrating and applying knowledge for instruction
      2. Standard 3.2 Adaptation to diverse students
      3. Standard 3.3 Development of critical thinking and problem solving
      4. Standard 3.4 Active engagement in learning
      5. Standard 3.5 Communication to foster collaboration
    4. Standard 4 - ASSESSMENT
    5. Standard 5 -PROFESSIONALISM
      1. Standard 5.1 Professional growth, reflection, and evaluation
      2. Standard 5.2 Collaboration with families, colleagues, and community agencies
  9. Examples of Technology Usage in Education
  10. Favorite Links and Resources
  11. Student Teaching 2012
  12. Full Time Teaching & Grad School 2013-2015
  13. Library Media Specialist 2017

Standard 2.7 Physical Education

NY- New York State Standards
Subject: Health, Physical Education, and Home Economics
Learning Standard: Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Grade/Subject: Elementary
Area: Physical Education
Key Idea: 1. Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.
Performance Indicator:
• participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area
Performance Indicator:
• develop physical fitness skills through regular practice, effort, and perseverance
Performance Indicator:
• demonstrate mastery of fundamental motor, nonlocomotor, and manipulative skills, and understand fundamental principles of movement
Performance Indicator:
• understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition)
Performance Indicator:
• demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness
Performance Indicator:
• understand the relationship between physical activity and individual well being.
File Attachments:
  1. 2008 Parachute Lesson Grade PreK-3 2008 Parachute Lesson Grade PreK-3
    Page 1 of 4
  2. 2008 Parachute Lesson Grade PreK-3 2008 Parachute Lesson Grade PreK-3
    Page 2 of 4
  3. 2008 Parachute Lesson Grade PreK-3 2008 Parachute Lesson Grade PreK-3
    Page 3 of 4
  4. 2008 Parachute Lesson Grade PreK-3 2008 Parachute Lesson Grade PreK-3
    Page 4 of 4
Author: Darcy Barber
Last modified: 8/16/2021 8:27 AM (EST)