My central idea, lines of inquiry, and teacher questions for the grade 2 Net Games unit are as follows:
Central Idea: We can become more proficient at net games when we improve upon the techniques we use.
An inquiry into:
*the many different shots we play in net games
*how to stroke the ball/shuttlecock with control
*finding out what we do well and what needs to be improved upon
1. What are the different ways we can hit a ball/shuttlecock in net games
2. How can we best control the ball/shuttlecock in net games
3. In what ways can we determine what we are best at and what we need to improve upon?
Formative Assessment Task:
In yesterday's PE class, the grade 2 students continued to practice simple control of the ball using a ping pong or tennis racket. The idea at each station was to see how many successive hits they could make while controlling the ball. I tried to steer away from too much instruction as I really needed to observe the different levels of hand-eye coordination amongst my students. Differentiated and individual instruction will be the emphasis over the next few weeks. After completing each station, the students would run over, quickly record the number of successive hits then move on to the next station.
A Bit of Maths!
Presently in Maths, the students are working on coordinates using grids. They have been identifying intersecting points on a grid and marking these points off. To integrate a wee bit, once the students were done rotating through all 4 stations (recording data as they finished each station), I had the students find a partner and locate a small playing area with boundaries using the different colored lines on the gym floor. They had to locate intersecting points and use these connecting lines as corners of their own mini-court in which to play either ping pong or tennis. They then had to draw their mini-court using colored pencils to match up the actual color of lines on their court. Their court needed to include a midway line that would act as the net. They had to play shots over this line into their partner's playing area. Most students completed the task with relative ease. See slide show below of example student work.