One of the challenges of striking and fielding games is keeping kids active. Often times, especially when resources are limted, kids must wait a considerable amount of time to have a go at striking a ball. The video below shows a kickball type game that kids can; A) Get numerous chances at both striking and fielding and B) Remain very active throughout the game. Please watch video below and, if you haven't tried a game such as this, give it a go
If you saw my blog yesterday about a net games performance task for grade 2, I did a similar task with my grade 4 class, but made the expectations somewhat more difficult to better challenge the older students. Please see quick video below that shows the different tasks the students had to complete in order to move on to more difficult levels. Included at the end of the video are examples of student work. If you try this lesson out, let me know if you have success with it. Thanks!!
The grade 2 students will be wrapping up a Net Games unit over the next couple of weeks. Upon reviewing some of the formative assessment tasks that I have given the students during the unit, it was clear to see that many of them were stuck on certain fundamental skills related to net games. In today’s class we did a whole class performance assessment. Essentially, the assessment task required them to complete one level before moving on to the next. Levels 1-3 were individual based skills with levels 4-6 working on skills with a partner. Achieving the highest level (7) would allow them to play in a game against someone else achieving level 7. A description of each level is as follows:
Level 1: Individual Floor Bounces- Student must be able to hit at least 20 consecutive times (ball off racket with one bounce off of floor) before moving to Level 2
Level 2: Individual Pop Ups- Students must be able to hit at least 10 consecutive pop ups without letting the ball touch the floor before moving on to Level 3
Level 3: Individual Hit off Wall- Students must be able to hit at least 10 consecutive shots off of the wall, with one bounce on the floor before moving to Level 4
Level 4: Partner Floor Bounces- With a partner they must hit (back and forth) at least 20 consecutive floor bounces before moving on to Level 5
Level 5: Partner Pop Ups-With a partner they must hit at least 10 pop ups before moving on to Level 6
Level 6: Partner Hit off Wall- With a partner they must hit back and forth off the wall, with one bounce on floor, at least 10 times before moving on to Level 7
Level 7: Play a simple game against their partner scoring points
Once the students complete each level, they must run up to the whiteboard and check off that level before moving on to the next. Everyone uses the same performance assessment on the whiteboard (please see slide show) for a better understanding.
End of Class Reflection
In the last 5 minutes of class, the grade 2 students came together to look at the performance assessment on the whiteboard. The key question that I had them think about was ‘What does this assessment tell us about our skills?’ Most of the students progressed well in levels 1 and 2. Some got to level 3 and only a handful advanced further. The students realized that they really needed to continue working on their skills before playing in any kind of game against another person.
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Game A) Stuck in the Mud (Roll the Saving Ball)
Game B) Stuck in the Mud (Softly Kick the Saving Ball)
Game C) Stuck in the Mud (Teamwork-Pull the Person Through)
For an explanation, please view slide show below!
In the past I have had predetermined summative assessment tasks for the units that I teach in PE. Over the past couple of years, I have tried to involve students much more in the decision making process in regards to both formative and summative assessment. I have provided an example below (see picture) of the 3 options for summative assessment that my grade 4 class came up with today for their Net Games unit. I will create the worksheets and post them next week once the students have had time to complete the chosen tasks. I believe that allowing the students to have more input into both formative and summative assessment allow them to take more ownership over their learning and provides them with more stimulating activities as they have chosen them. My students were also able to determine what criteria were most important during this unit. Stay tuned for examples of student work next week. Thanks!
As the grade 1 classes are currently doing a unit in Target Games in PYP PE, I am trying to build more running and fitness into the classes. Traditionally, target games don't require too much running around and focus more on aim and precision. The activity that I had the kids do today definitely kept them active, but also incorporated the skills of rolling and throwing for accuracy.
20 bowling pins (10 per team)
2 sets of colored bibs
One ball for each student
Divide the class into 2 equal teams giving out colored bibs to each team
Set up 10 cones on one side of the gym and 10 bowling pins on the other side (set them up in one line across the width of the gym)
Set up cones about 5 meters from the bowling pins across the width of the gym on both sides
Have each team sit along the cones (one team along one set of cones and the other team along the other set of cones)
Give each student their own ball
Aim of the Game
On 'Go!' command, the students all run toward opposing team's line of bowling pins. They are allowed one roll or throw(from behind the cones!!!). If they hit the bowling pin, GREAT! Even if they don't it is OK. Either way, they must collect their ball, run as fast as they can back to their own side touching one of the cones before running back to the opposing team's side to try rolling/throwing the ball again. Essentially, they must run back to their own side after every time they try to roll/throw the ball at the opposing team's bowling pins. The first team to knock over all 10 cones score a point. Repeat game as many times as you wish.
After a while, you can move the row of cones further back making it more challenging to knock over a bowling pin with a roll or a throw.
You can try letting them kick the ball in an attempt to knock over the pins as well.
The central idea for our grade one Target Games unit is "Sending an object towards a target requires kicking, hitting, or throwing with control." The line of inquiry we are presently focusing on is "An inquiry into the different ways to send an object towards a target."
The class was divided into 4 groups. Each group had the responsibility of setting up their own 5-target course. They had to work together and demonstrate that they were 'Thinkers' as the 5 targets needed to be spread out all over the gym with no two successive targets even remotely close to one another. Once the course was set up, they had to take turns maneuvering their way through the course taking turns either hitting, throwing, or rolling (each course worked on a different delivery method). They had to keep track of how many throws, hits, or rolls it took for them to complete the course and record the number on their assessment sheets. They then went on to the next station and repeated process until all four stations had been completed.
Materials needed: see slide show below
Improvement Needed: I assumed that the teams would finish each station approximately the same time. However the cricket station took much longer. I quickly got more equipment and let teams move on to the next station even if the other team was still on it. It worked great because even if two teams were on the same course, they were aiming for different targets.
A short video that shows three fun lead-up games to striking and fielding. If you look at Friday's blog, you can see the example assessment that went with this lesson. Apologies for the initial typo in the video ('feilding' should have been spelt fielding!!)