Central Idea: We must learn how to move in space with or without the ball in order to achieve a common goal.
In this task, the students were required to work in pairs aimed at accomplishing the following task:
A) Work on their dribbling skills while effectively using as much space as possible
B) Track and record their partners movements around the court on assessment sheets
C) Share their findings with their partner
This lesson can be modified a number of ways depending on the aim of the lesson or central idea. Please see video below of a student in action!
Possible integration that you may be interested in trying out. Obvious modifications can be made to suit your exact unit of inquiry.
Central Idea: Work is made easier when we transfer energy using machines
Most relevant line of inquiry: An inquiry into the relationship between force, effort, and distance.
A breakdown of possible lesson ideas:
Week One and Two:
As preassessment, the students will brainstorm a list of objects that can be used as striking tools in sport. The list can be made up of anything that can be used to strike a ball for power, distance, and accuracy.
Stations can be set up with a variety of hitting tools and different sized balls of varying styles.
In week one the students use the striking tools to try and hit for accuracy and in week two they use the same striking tools to hit for power and distance.
Weeks Two and Three
The students now narrow down which striking tool and which ball is best used to hit for power and distance and which striking tool and ball is best used for accuracy.
The students will identify by either written explanation or illustrations the striking apparatus they chose and the style of ball along with the reason how they feel energy was transferred and how and why the striking apparatus of their choice worked best.
Students play short mini-games and explore reasons why the cricket bat is shaped the way it is and why the design is best in terms of energy transferred
Same as above
Modified Tennis, Ping Pong, or Badminton
Same as above
Week Six: Wrap up, Final Reflections, and Summative Assessment Task
Using what the students have learned during their unit of inquiry within the classroom, the students will show their understanding of the central idea and choose one of the following differentiated assessment tasks:
A) A diagram and explanation of different types of striking apparatus and how the body work together producing the transfer of energy
B) The students physically demonstrates and explains how the body and striking apparatus are connected in terms of producing the transfer of energy
All students also complete some type of written reflection that explains the improvements that they made in either skills development or knowledge gained related to how energy is transferred.
Do you have any other ideas???If so, please leave a comment!!
I have been meaning to post this sample math work for quite some time now. To give you some background, we had all students participate in an Athletics unit back in January and February. The central idea for grades 2/3 was "We can evaluate our skills and make choices for improving our performance." After the students were initially taught the different techniques associated with each of the events in Athletics, we allowed them the opportunity to practice and record their results at each event thoughout the unit. Using the results from the Chicken Toss event, we had the students complete a graph and record data based on their classmates results as well. Please view slide show below to see examples of their work. The students were allowed to create any type of graph that they wanted based on the recorded data. Their classroom teacher, Andrea Naylor, a PYP workshop leader, led them in this maths activity. Their work was given back to me and will be put into their Sportfolios. Andrea has been great this year
KAUST Faculty, Pedagogical Coach. Presenter & Workshop Leader.IB Educator. #RunYourLife podcast host.