A) What was it that the students walked away from the unit actually knowing?
B) How can I better align the assessment tasks with the lines of inquiry and the central idea?
C) What was essential for students of this age to know and understand about health, exercise and the body?
As for question B, I felt that last year's assessment tasks allowed for the students to record their progress and show some understanding of how exercise affects the body, but I needed to tighten up this assessment to ensure the students could make stronger connections to the central idea and lines of inquiry. I have taken more anecdotal notes and have had more discussions with the students so far in this unit this year which has really helped to check their understanding. It seems to me that they are definitely making more progress when compared to last year. As well, I have created what I feel to be better rubrics that are more clear to the students and easier to complete.
Now on to question C. I believe it to be essential that the students are able to identify the muscular system, respiratory system, and the circulatory system and to know that these systems interact while exercising.
What lines of inquiry will define the scope of the inquiry into the central idea?
- an inquiry into which muscles are most at work when we exercise
- an inquiry into how our bodies change when we exercise
- an inquiry into our choices for exercise
I will be describing, in detail. more about the learning experiences and assessment tasks in grade 1 Health Related Activities over the next few weeks. Are you teaching a unit similar to this? If you are and would like to share some of your experiences please let me know. Thanks!