The current unit for the grade 1 class in PE is "Health Related Fitness". The central idea of the unit is, "Our heart, lungs, and muscles become stronger when we exercise regularly." Through various fitness related activities, I want the students to gain an understanding that regular exercise positively impacts the circulatory, respiratory, and muscular systems. We have had discussions about how these systems interact during exercise. By the end of the unit, I want the students to recognize that all three systems work together. Based on the assessment task below(done in a class this week), I see that some of the students do not yet recognize that the three systems work together. I will plan further discussions to ensure that they understand this concept by the end of the unit. Please see slide show below for examples of the students' work.
Our grade 3 and 4 classes at Nanjing International School (China) are currently studying estimation and body benchmarks in maths. In PE we are doing a unit on Adventure Challenge. In today's class I divided the class up on to 4 teams. The were presented with the following 4 challenges:
How many legs will it take to cross the width of the gym?
How many elbow to finger tips will it take to cross the length of a badminton court?
How many arm pits to feet will it take to cross the length of the gym?
How many heads will it take to cross the width of the badminton court?
At first, they had to estimate the number of body parts from point A to point B, then estimate the number of meters from point A to point B. Next they completed the task on their teams (actually stretching themselves out across the floor connecting the required body parts among their team members). Thirdly, they had to record the actual number of body parts it took. Lastly, they had to record the actual distance in meters (which I gave them after completing each task) and then figure out, through mental maths, how far off they were from their originally estimated number of body parts. For example, if a student recorded that they thought the number of legs to cross the width of the court was 21 legs and the actual number was 17 legs, they were 4 legs off their original estimate. They would record 4 legs in the last column of the record sheet.
The record sheets were given to the classroom teacher who will now use the recorded data in their next maths lesson. In my opinion, authentic and genuine links were made to maths in this lesson. Try it out!!! Please see pictures of the slide show below to see student record sheets and pictures of the kids in action.
My current unit in the pre-k PE class is individual skill development. To introduce simple rubrics to the students, I had them work on a variety of skills (kicking, throwing, bouncing, and catching) and come together to do a group assessment. I used images on the rubric as many of the kids can still not read(please see slide show below). I found this very useful and by the end of the class, they seemed to slightly grasp the rubric idea. I have shared the rubric with their classroom teachers as well. I will continue to do rubrics in this fashion with them over the next couple of months. At that point I will have them work on individual rubrics. We'll see if it works!!
The grade 3 class is currently doing a unit on Body Systems. To support this Unit of Inquiry happening in the classroom, we have been looking at three body systems; the circulatory, respiratory, and muscular systems. In PE class, there is great opportunity to work on maths integration through the recording and collecting of data related to heart rate at various intensities of exercise. A couple of weeks ago, I had the kids learn how to take their own pulse and record beats per minute on a record sheet that I gave them at the start of the class. Not only did they have to record their own heart rates, but collect data from their friends and record this as well. The record sheets were then given to the classroom teacher who worked on graphing/interpreting the students' results. It was a very successful integration that was genuine and authentic. Please see slide show below of some examples of the student work. You will first see each student's record sheet followed by their graph. You will notice that we also included pictures of the students in action to enhance the appearance of the graphs.
To see how I display student work from my PYP PE classes, please see pictures below. When students do a great job on graphing, reflections, and rubrics, I like to post their work on a PYP PE display board which is located in the elementary hallway of our school. When the pictures/work come down, I file them in the student's Sportfolio.
KAUST Faculty, Pedagogical Coach. Presenter & Workshop Leader.IB Educator. #RunYourLife podcast host.