WIKI Handbook.
Amanda Pekin, Adam Winton, Kris Hamaguchi, Kerrie Edwards
Purpose of Strategies:
The resource booklet is to assist teachers in differentiating in the elementary school classroom. Activities have been chosen for classroom teachers as well as specialist subjects including Physical Education. These strategies work best when a teacher has an extensive understanding of the curriculum including desired learning outcomes and deep knowledge of one's students as learners.
Activity
Kind of differentiation:
content, process, product or environment
Based on: readiness, learning profile or interest.
Who will this benefit?
1 a. Bridging Creative Writing Grade 3
process, environment
readiness
Provides physical movement, visual resources and a vocabulary bank to support students who may struggle with comprehension, visualization, ideas and word choice when writing. This will address students with oral and kinesthetic strengths or abilities to communicate (ie. ESL, ADHD).
1 b. Bridging Character Interviews Grade 1
environment
process
product
learning profile
All especially kinesthetic, auditory,
1 c. Bridging activity- Wonderful World of Words Grade 1
process
product
differentiation of content
readiness
learning profile
All especially kinesthetic, ADHD, auditory, visual
2. Interest Centers Grade 3 Gymnastics PE
content
learning profile
Gymnastics Interest Centers
3. Creating choices based on talents - Citizens In Action Grade 3
Product
interest
Addresses multiple intelligences, therefore, addresses all children. The group aspect of the task provides support for weaker students as the groups are not based on ability, but interest
4 a. Choice Board for Unit Assessment Task
Biodiversity Grades 3 4
Product
interest
learning profile
All students
4 b. Choice Board for Unit Assessment Task
Habitats Grade 2
product
interest
Learning profile
All Students
5 a. Grouping Strategies
Grade 2: Unit work topic - Uniqueness, Moral Dilemma
Process
Readiness
All
5 b. Grouping Strategy
Grade 2 Multiplication Lesson
Process
Product
Readiness
All. Students choose their own level ability they are comfortable with. Teacher can work with those needing more focus, and encourage others to progress into different grouping.
5 c. Grouping Strategies - Multi Talent Grade 4 Fitness Unit
Process
Product
Learner Profile
Readiness
All students contribute by talent.
5 d. Grouping Strategy by Interest Grade 2 Circus
Content
Interest
This activity has a range of choices for students within the topic of circus skills inclyuding activities for those that like to be challenged (unicycle) those that enjoy self expression (clowning, tumbling choreography) and social interaction (pyramids, group balances)
6a. Tiered Lesson Grade 2 Circus Skills Unit Summative Task
Content and Product
Readiness
Harder task will benefit students with advanced fundamental motor skills.
6b. Tiered Math Lesson
process
Readiness
Advanced students work on their own, with peers of the same ability level and/or with available resources, while average and low students work with the teacher for the learning of the concept. Average students will then complete work on their own, with peers of the same ability level and/or with available resources, while the weakest students completed assigned work with direct teacher support.
7a. Entry Points to a Planned Unit
Grade 3 Sportsmanship PE
Process
Learner profiles
Engages students as exciting activity, very visual and also allows the teacher through observation of peer discussions some readiness in terms of conflict resolution.
7b Scavenger Hunt - kick-off for Location/Mapping unit
Process
Learner profiles
Engages all students. It is active, requires some team work and provides an unusual venue for a classroom learning experience, as well as a starting point for discussions about the importance of maps and ones ability to decipher them.
7c Entry level- Wellness unit Launch using role play
Process
Environment (it happens outside)
Learner profiles
All students esp Visual learners
7d. Entry level - Fairy Tale Unit Launch Grade 2
Content
Learner profiles
All Students
8a. Strength Based Options Grade 3 Sportsmanship Activity
Content
Learner profiles
Allows students to work in an area of four possible strengths either writing drawing building or acting.
8b Strength based option Grade 1
Content
Learner profiles
Allows students to work in an area of four possible strengths either writing, drawing, building or acting.
8c. Strength Based Option
Grade 2
Content
Learner profiles
Allows students to work in an area of four possible strengths either writing, drawing, building or acting.
8d. Strength Based Option for Grade 3
Content
Learner profiles
Allows students to work in an area of four possible strengths either writing, drawing, building or acting.
9a. Webquest for Grade One-Place value
Content
Process
Learner profile
All but can be excellent for differentiation of Gifted and Talented students.
9b. Webquest for Grade 2 Fairy Tales
Content process
Learner profile
All but can be excellent for differentiation of Gifted and Talented students.
9c. Webquest for Grade 3 Location
Content, process
Learner profile, readiness
During our unit on “Location”, I would provide these webquests as a “choice” activity, as they address different topics in relation to mapping (ie rainforests, animals, map from home to school, etc) and a range of ability levels. This choice would provide differentiation for all learners. In completing these webquests, they would reinforce the learning that has taken place during the course of the unit.
9d. WebQuest PE Fitness Grade 4
Content Process
Learner Profile
All. An excellent differentiation for thise gifted and talented students
1a.)Bridging Activity Topic: Creative Writing about an amusement park experience By: Kris Hamaguchi
eating cotton candy - http://www.youtube.com/watch?v=bPSWoFPCnbE game - http://www.youtube.com/watch?v=D0n8N98mpes&feature=related roller coaster - http://www.youtube.com/watch?v=z-Kuda3d3pM&feature=related ferry wheel ride - http://www.youtube.com/watch?v=dWZonl1h1VE sling shot ride - http://www.youtube.com/watch?v=F3C_amAMPYY&feature=related
Showing videos to the students will engage them and provide visual learners and ESL learners with the opportunity to have a good understanding of the topic. After each video clip, a class discussion or partner discussions will be generated to share similar experiences. This is an initiating activity that will provide opportunities for those who have had such experiences to share with those who may have not. Those with lots of experiences will be considered the experts and would be considered to have a strength in this area. Students will be making personal connections with the topic on which they will have to write. Sharing may involve the use of language and actions. This will address students with oral and kinesthetic strengths or abilities to communicate (ie. ESL, ADHD). This will be followed by the generating of vocabulary that would be used in such a writing activity. Lists may be categorized according to “parts of speech” (verbs, adjectives, etc.) or “5 senses and emotions” (ie. what do we taste/see/hear/touch/smell or feel at an amusement park?). The final product will be assessed with the writing rubric used for the grade level, specifically addressing content, word choice and voice. Process: provide visuals to students and provide sharing opportunities to bridge real-life experiences with writing activity Environment: sound and visuals for all students
1b) Bridging activity- Character interviews
The process for character interviews in grade one would need to be scaffolded and create a safe learning environment through content differentiation. The children will be placed in similar ability pairings. On the board will be a list of character ideas such as John the heroic Prince. I would list maybe 5 ideas as to not overpower the students and to provide support for those that require it. Also displayed, have a list of possible questions for the interviewer to ask. I would make sure that there are props and costumes available for the students who would feel more comfortable or more inspired dressing up. Once they have role played, encourage the children to create a story plan using the character they have just explored. This would appeal to auditory learners and kinesthetic learners. Having some ideas already displayed reduces anxiety and helps to support creative thinking. If the student is successful in the task, the end product would look like a creative story with detailed character descriptions.
1c) Bridging activity-The Wonderful World of Words
The process for the Wonderful World of Words for grade one would need to be kinaesthetic. I would ensure that there were instruments and costumes available in the classroom environment to sport creativity and to create a safe situation for all students. The purpose of this would be to introduce the new vocabulary at the start of a unit of inquiry. The children can be placed into groups of 5 or 6 students and a list of 5 new words that are topic related. The words given to each group would be content differentiated as to include all children and aim it at a level they feel comfortable in. The children, using sound, meaning or other effects, are to represent the words in a memorable way. They will then perform their word play/skit to the rest of the class. Through this all children will have equal exposure to new words. This will appeal best to the kinesthetic learners and children with ADHD, as they are only focusing on one word, its active and they all work together. If the student is successful, the end product should have learnt the new words for the unit and be able to recognize and explain them to others.
2. Interest Centers - Grade 3 Gymnastics
Topic: Gymnastics Grade Level: 3
Books & Magazines on: Olympics, athletes, healthy eating, training, Guinness Book of Records, Kids’ Sports Illustrated
Audio-Visuals: YouTube (gymastics competitions, Olympic ceremonies, athlete interviews, etc); provide variety of music for student use; ISM competition videos; videos of levels 1-10 routines (W.A.G.)
Display Items: chalk, leotards, hand grips, ribbons, balls, measuring tools, medals, trophies, stopwatch, camera, video camera, judging sheet from school level gymnastics, laminated copies of gymnastic routines, photos of teachers performing balances (including pyramids)
Visitations/Speakers: local gymnasts (from school, local community, national squad), judges, coaches, parents of gymnasts
Computer Software: Audacity music editing software, graphing software (Excel), Video editing program, W.A.G. gymnastics scoring software
Task Cards: Task #1 - Look at the computer software for scoring in gymnastics and the score sheets used by judges. How do gymnasts lose or gain points in competitions? What is the best possible score a gymnast can recieve? Make up a scoring system to evaluate our Grade 3 gymnastic performances. What will you deduct points for? What compulsory moves should be included. Decide if you will add extra points for degree of difficulty. Task #2- Look at the music used in gymnastic routines. Listen to the tracks on the IPod for Levels 1-4 and watch the videos of gymnastic performances on You Tube. Decide which music you would like to use in your own rotuine and begin to choreograph your routine to music. Task #3- Watch some you tube videos and listen to the commentary by the judges and past gymnasts. Make up a commentary for another groups routine or your own routine. Be sure to include the correct names of the skills, how the skills are being modified with known movement concepts (changing levels, effort, speed, direction, relationships) and any added degree of difficulty you see in the routine. Add information about the performer and their practice schedules or how they came to learn the skills they are using in their routine.
3. Creating Choices Based on Talents - “Citizens in Action” (“CIA”) - “Action groups” will have a minimum of 2 members
- groups will be based on an area of interest (ie. “Go Green”, music, sport, crafts, cooking, etc.)
- team goal is to create and implement a plan of action for how they can make the world a better place.
- Although all students will be working in interest groups, focus will be on the process the members go through to produce their end product (demonstrating good citizenship while working on a team, decision-making, group organization).
4. a Choice Board for UnitAssessment Taskon Biodiversity (Grades 3 or 4)
Standards for Success – choose an ecosystem or endangered animal, demonstrate your understanding by identifying the main organisms in the ecosystem, a problem that this ecosystem or animal has faced, who or what has caused the problem and actions people have taken towards solving the problem.
You are a cartoonist for a children’s environmental magazine. Your editor has asked you to create a comic strip to share an environmental concern in any ecosystem. It must include the organisms living in the ecosystem, the negative effects on the ecosystem and how you can help to improve the situation
You are politician up for election and you need to give a speech to tribal inhabitants of a community. Your job is to identify the key issues and offer possible solutions.
You are a news anchorperson for the local television station. You have been assigned to do special news report on the endangerment of a certain animal or an ecosystem that is suffering. You may present your report live or pre-record it with the Voicethread computer program.
You are a writer for an environmental magazine. You have been asked to write a persuasive news article to convince politicians to take a more active role in preserving your chosen environment or endangered animal.
You are an up and coming film producer who is entering the Manila Short Film Festival. Since you passionate about the preservation of ecosystems and their organisms, you have decided to create a film to increase awareness on the topic.
You are a poet who has been asked to write a poem for a book that will be published and entitled, “Excellent Ecosystems & Their Outstanding Organisms”. Write a poem in any style, describing the many benefits of preserving our world.
Your city has decided to focus on “Going Green” this year. You are a graphic designer who strongly supports this initiative. Create a poster that will show the public a detailed image of a local ecosystem under threat and its organisms.
You are a singer/songwriter who has been asked to join a group of famous musicians to write and perform a song to support the preservation of a threatened ecosystem or endangered animal.
You are an architect who is an active member with the WWF. A local museum has asked you to create a diorama depicting a threatened ecosystem and its organisms or an endangered animal in its natural environment.
4b.) Choice board for Grade 2 - Habitat Unit Ecosystems can help us to understand that organisms and their environments are interconnected and that changes in one part of the system will affect other parts of the system.
Write a newspaper report from the view point of a predator worried about human habitat destruction.
Draw a food chain/web
Make a poster to show how we can protect a certain environment.
Draw a picture of a chosen habitat
Write a day in the life of an animal in a chosen habitat.
Create a photo story slideshow to explain the lifecycle of a butterfly.
Write a letter to a Politician about why a particular habitat needs saving
Write definitions for the words; decomposer, carnivore, herbivore, producer. Add them to our habitat wiki dictionary.
Make a word mobile with definitions of unit words related to habitats
5a.) Grouping Strategies
Lesson: Unit work topic - Uniqueness, Moral Dilemma
Level: Grade 2
Show a video displaying the following scenario:
A parent has come in to your class and shared some food from her country. Unfortunately, when you take the first bite, you really don’t like the taste. Some people in the class are shouting “yuck!” or “ewww!” What will you do next?
As a class, discuss the possible options available to you given the above scenario. Write these up on the board.
Split into groups depending on which option you would choose.
Ask each group to explain why they feel their option is best.
Class respond to these explanations using the following beginning phrase – “Have you thought about…..”
Option given to change groups if you have been persuaded by there opinions.
Extension - Pupils now given the task of creating a video of a scenario of there own choosing, relating to uniqueness, or choose one of the teacher scenario cards. These videos will be used in a similar activity for one of the other Grade 2 classes.
5b) Grouping Strategies - Grade 2 Multiplication Lesson
Children grouped into ability groups:
1st Group - Lower ability – Use manipulatives (Cubes, counters) to answer multiplication problems.
2nd Group – Middle Ability – Use arrays to answer multiplication problems i.e. :: :: 2x4 = 8 3rd Group – Upper Ability – Explain the multiplication process in words and pictures to teach others how to find the answer.
5c) Multi Talent Grouping Strategy Grade 4 Fitness
This is a task as part of the Grade 4 Fitness Unit towards the end of the unit. It has been done as a summative task. It works best when students are placed in multi- talent groups with a spatial person, mathematician, writer, artist, and athlete in each group. Children are given the following contextual task:
Nickelodeon Kids TV is introducing a new segment called “Fit for Life.” They want to add a new event that will increase kid’s fitness. Our school has been chosen as the first school they will visit, to do a feature story on their season opening show. In order to prepare for their visit you will be asked to design and participate in a ‘Grade 4 Amazing Fitness Race’ that has fun fitness activities as checkpoint stations. Nickelodeon are looking for athletes who can design and participate in activity stations which cover all the components of fitness as well as being fun and challenging. Your design must include a map and description or drawing of each station, plus a way of recording distance covered in the race and number of stations visited. At least one team member must trial the race and test it out. The Race can last up to 45 minutes. You also need to cater for all the different reasons people might choose to be active ( to be challenged, social interaction, enjoyment, self expression, and health) so everyone will want to be part of your Amazing Race.
5 d. Grouping Strategy by Interest Grade 2 Circus Learning Activities
The outcome is for students to develop fundamental motor skills in an engaging manner at a developmentally appropriate level. They are also gaining an understanding of the movement concept that physical activity provides opportunities for social interaction, challenge, self expression, health and enjoyment.
Show available circus equipment and set up stations with sample tasks as an introductory activity. Have students visit various stations whilst playing “Circus” theme song and informally assess current levels of expertise and possible interest. Encourage creativity, individual or group work. Give lots of ideas and examples of possible tasks that vary in degree of difficulty for each piece of equipment available. Over a period of lessons directly teach some short basic activities according to student interest and expertise. Activities can include scarf juggling, feather balances, human pyramids, jump rope routines, hoop toss, clowning. What sort of person might enjoy clowning? Expose students to tumbling or ribbon stick, ball dribbling, and short jump rope routines to music with emphasis on choreography. After several lessons spent exploring and developing a broad sample of skills have students create their own groups based on interest. Develop group goals for chosen areas as to which activity appeals to the group and the skills they would like to become more proficient at. Explore the concept of skill acquisition. Revisit the previous skills in a discussion about how did we go about learning them? Was it just practice or was there more to it?
6.Tiered Learning - Grade 2 Circus Summative Assessment The outcome is for students to develop fundamental motor skills and an understanding of movement concepts including skill acquisition. This task is offered to students as their final assessment for a Circus Skills Unit. You want to run away with the circus! Expert Group
In order to join the circus the Ringmaster would like to interview you first in an audition. You are very excited because he is going to ask about circus skills and this is exactly what you have been learning in PE lessons! Your task is to answer the questions to the best of your ability and perform a successful circus routine using either unicycles, stilts, or any of the juggling apparatus (rings, balls, clubs) so hopefully you will be selected to join the Circus. Your questions are:
What skills/acts are needed for a successful Circus Routine?
How would you go about learning these skills? Be ready to use examples, give skill cues and demonstrate progressions.
Develop a successful circus routine with your group and perform this in front of the Ringmaster. Be prepared to explain how you learnt new skills or improved existing skills so that the Ringmaster will hire you! Emerging Group
In order to join the circus the Ringmaster would like to interview you first in an audition. You are very excited because he is going to ask about circus skills and this is exactly what you have been learning in PE lessons! Your task is to answer the questions to the best of your ability and perform a successful circus routine using either mime, clowning, hoops, tumbling, or juggling scarves so hopefully you will be selected to join the Circus. Your questions are:
What skills/acts are seen in a circus?
How would you go about learning these skills? Be ready to use examples.
Develop a successful circus routine with your group and perform this in front of the Ringmaster. Be prepared to explain how you learnt new skills or improved existing skills so that the Ringmaster will hire you!
6b. Tiered Math Lesson: This can be applied to many lessons. Students of higher ability can bypass the formal lesson, but work together with Everyday Math Student Reference Books to find information to learn the concept. The remainder of the class learns the concept with the teacher. For seatwork, average ability students who have a satisfactory understanding of the concept once the lesson has been taught can work on their own or with a partner, while the weaker students can complete seatwork in a small teacher-supported group. 7a. Entry Point to a Unit Activity - Grade 3 PE Sportsmanship Unit.
Outcome is to begin problem solving in a physically active setting and think about strategies we might already use to solve conflict when it occurs in game playing.
Post essential question near entrance to elementary school gym “Is there more to sports than winning?” Have two High School students already in gym before Grade 3 students arrive. The High School students do a (pre rehearsed) role play shooting hoops where an argument breaks out over whether a basket was made or not. The scene finishes when one HS student throws the ball and storms out. Ask students what they think just happened. Turn to a partner and talk about what just happened and how you might have avoided this situation. Explain to students they will be learning about Sportsmanship in order to successfully participate and enjoy playing sports, including the upcoming elementary sports day.
7b. Entry Points Activity: Scavenger Hunt - kick-off for Location/Mapping unit for whole grade level - Divide students into mixed groups of six from across the grade. Provide all groups with one map of the ES playground and field, labeled only with spaces in which the students will fill in the letters that they find in different parts of the playground/ES field. This is a very minimal map with no legend or other text. - Students must work together to find letters that are hidden at the actual locations, then write them on their map. - When all letters are found, the team must assemble them to make a particular phrase (“Grade three is the best!) - Goal: students will realize the importance of map-reading skills and of having a map that provides adequate information.
7c. Entry point to a planned Unit
In grade one; we begin our unit on Wellness by using a role play hook. We encourage one of the teachers to dress up in gym gear and to run around the playground. She then collapses in front of the children. She talks us through her breakfast of chocolate, her drink of coke and her lack of sleep. We discuss her exercise routine and what she has done before here. The children ask her questions and then we return to the classroom to brainstorm ideas of why we think that the teacher collapsed. This is a good process for developing the children’s interest and hooking them into the new unit. We can then use these observations to ask questions throughout our unit. If the process is successful the end product will be engaged children and a series of questions to keep them motivated and interested in the topic.
7d. Entry Point to a planned unit Grade 2 - introduction to the Unit - Guess the Fairytale mystery box!
(Also see Fairy Tale Pictures PowerPoint ).
To introduce the unit, Students work either individually, in pairs or small groups. Explain to the class that they are trying to guess the fairytale from the items and pictures shown! Many children are familiar with this genre and will know some or most of the answers. There is a chest with approximately 12 items in it and a PowerPoint with pictures. Each item or picture represents a fairytale story or character.
Examples of items: Glass slipper (Cinderella) Long yarn braids (Rapunzel) Peas (The Princess and the Pea) Spinning wheel photo (Rumpelstiltskin) Bed (Sleeping Beauty) Red cape (Little Red Riding Hood) Brick (The Three Little Pigs) Bowl and spoon (Goldilocks and the Three Bears) Red rose (Beauty and the Beast) Apple (Snow White) Beans (Jack and the Beanstalk)
This differentiation strategy is used to enthuse children in the new topic area and generate new ideas for reading choices.
8a. Strength Based Option Grade 3 Sportsmanship Activity
After several lessons on sportsmanship allow students the opportunity to show you their current understanding of sportsmanship. Th outcome is for students to show their knowledge of both who can show sportsmanship (including players, spectators and coaches) and when we show sportsmanship (before, during and after a game).
Choices: WRITING Write a piece to a newspaper editor about the school sports day and be sure to include examples of the terrific sportsmanship that was shown on the day and which groups of people showed sportsmanship. DRAWING Draw a storyboard or poster from the recent sports day and be sure to include examples of the terrific sportsmanship that was shown on the day and which groups of people showed sportsmanship. BUILDING Build a model of the one of the facilities and various participants during sportsday and be sure to represent how sportsmanship was part of the day. ACTING Create a mini role play of on part of sports day including as many elements of sportsmanship that were seen or heard on the day.
8b. Strength Based Option Grade one Content Area – Unit of Inquiry
Topic – Friendship Learning Goal (Students Outcome)
To be able to resolve conflicts.
To understand what a conflict is. Choices Writing Produce a class contract outlining the guidelines we should all follow to successfully solve conflicts. Drawing To create a comic strip outlining examples of conflicts and the solutions. OR To draw a poster to persuade the class on successful ways to manage conflicts. Building To build a diorama of a playground that supports successful conflict resolutions. Acting To role play a conflict and demonstrate the correct way of solving this.
8c Strength Based Option Grade 2
Content Area – Unit of Inquiry
Topic – Celebrations Learning Goal (Students Outcome)
Plan your own celebration which includes the previously learned elements of celebrations: Decorations, Food/drink, Invitations, Family/friends, Music, activities. Choices Writing Produce a written report (plan) of a party you wish to host using all the elements of a successful celebration. Drawing Create a poster advertising your celebration and the many elements that will be included in your party.
or
Draw picture of a celebration in full swing annotate the elements within that party. Building
Create a diorama showing your celebration and its various elements. Acting
Act out a celebration you would host. The celebration is in full swing and will cover all the elements.
8d. STRENGTH BASED OPTIONS - Grade 3 Content Area: Unit of Inquiry (Social Studies) Topic: Citizenship Learning Goal: Students will show their understanding of at least 4 qualities that make a good citizen. This is based on a given vocabulary (ie. empathetic, caring, courageous, self-directed, etc) ChoicesWriting:Write a letter to someone you admire, stating the qualities (4 or more) that you admire and providing examples of proof of this quality in that person Drawing: 1. Draw a scenario, identifying 4 or more qualities of good citizenship
2. Complete a creative drawing representing examples of at least 4 admirable qualities Building: Build a scenario with given building materials, identifying 4 or more qualities of good citizenship Acting: Act out a scenario, identifying 4 or more qualities of good citizenship
Hello First Grade!!! We are going to explore Place Value today using technology or the computers....
I would use this webquest as a centre in my math class. I would encourage them to explore this independently within the classroom. It would be used to supplement the teaching already provided in class and could be used in compacting or tiered lesson planning. I really like this as it is very interactive and offers many different ideas through a range of learning styles. In Grade One this year we are also getting some promethean boards and so the links of resources to use on this is incredibly useful. http://www.mhschool.com/math/mathconnects/grade1/sg1c13lesson2.html The introduction to useful websites, such as the one above, provides a varied curriculum and activities to challenge and reach all children. I am excited to use this in the classroom and think that it will be really beneficial to my students and will add an extra dimension to their learning. I like this because it not only develops their math skills but also helps develop their information technology skills. In the upcoming technological world this is an essential area to feel comfortable in.
9b. Webquest for Grade 2 lesson on Fairy Tales
Source: http://www.yesnet.yk.ca/schools/wes/webquests_themes/fairy_tales_sofie/fairy_tale_webquest.html Introduction This Webquest is an extension of all the work you do in class related to Fairy Tales. You have been learning about the history of Fairy Tales, the authors, the common characteristics we find in most fairy tales and other important information.
The goal of this Webquest is to allow you to use all the above information and also to take a critical look at these well known folk stories. Grade 2 relevance
To assess the understanding of the features of a fairy tale.
Stories have unique features which make them fairy tales:
Often begin with Once upon a time . . .
Good vs. evil characters
Characters can be animals and the animals often speak
Elements of magic
There are patterns to be found (events happen in groups of 3, 6 or 7)
Related to fantasy and royalty (castles, kingdoms, kings and queens, special powers, etc.)
There is a problem and a solution
There is often trickery and impossible tasks required of a character
There is often triumph over poverty
Often accompanied by a lesson or moral implication
Often end with Happily ever after . . .
For Grade 2 children to peer assess their ability to work together.
9c. During our unit on “Location”, I would provide these webquests as a “choice” activity, as they address different topics in relation to mapping (ie rainforests, animals, map from home to school, etc)
Maps, Maps Everywhere!http://questgarden.com/84/60/3/090830194518/
Ahoy Mates! It's time to take a journey around the world to learn about maps! You will be going to Egypt and China. Here you will learn about the climate, land, and plant life. You will also discover the oceans, continents, major mountains, rivers, and lakes. Are you ready to explore? Maps & Mappinghttp://questgarden.com/06/29/9/051026134913/process.htm
Where in the world am I?...
Each student will be "traveling" to some place around the world and it is your job to find out where they went. You too get the chance to travel and discover a new place and how to get there! Will you be able to challenge them to finding you and will you be able to find your classmates? That's the goal in this geography game. Mapping the Rainforestshttp://questgarden.com/11/16/1/051130131108/process.htmYou have learned so much about the rainforest from reading The Great Kapok Tree, but where are the rainforests? Are they all in one area or are they scattered around the world? It is your group's job to find the answer to these questions.
You will work together, using resources on the web, to create a world map and show where the rainforests are located on your map. The map that your group creates will be able to answer these questions for you. Have fun exploring... Animal Mappinghttp://questgarden.com/35/65/8/060919070125/Third Grade Mapping Webquest
Get ready because today you are going to learn all about the continents of the world, and also about animals that live on the continents. When you're finished you will be able to name and locate the continents, and know which animals lives on the continents. How to Get Homehttp://questgarden.com/40/03/8/061101134809/process.htmThis wequest is designed for elementary students grades 3-5. The activity calls for students to use mapping skills to locate directions from the school to their own home. Then calls for estimation skills to complete the distance of the trip in miles. Students must also rely on knowledge of elapsed time to be sure that the teacher will know how early to leave school to make it on time to the party. Treasure Maphttp://questgarden.com/author/preview.php?l=60273-090508123449&pt=student&p=introduction
Avast ye mateys! Captain Lee here. We are in big trouble! After our last plundering, I lost the treasure map we made of where to bury our trash! I want to make as little impact on our environment as possible, but I need somewhere for us to store all of our garbage. I need your help (or you can walk the plank!) I am counting on you buccaneers to get us out of this mess!
9d. Grade 4 Fitness Unit Web Quest
Source: Fit For Life Grade 4 Fitness Unit WebQuest Introduction: The focus of health-related fitness is to enhance the overall health of the person by achieving and maintaining a desirable level of fitness through good physical activity and exercise habits. Health-related, like performance-related fitness, is made up of a number of components which must be worked on to ensure that you are fit for life.
Relevance: This is an excellent resource for the Grade 4 Fitness Unit “Fit For Life” It provides a wealth of content information on the various components of fitness and appeals to different learner profiles and links to extra resources for enrichment programs and those wishing to go further. Brief Overview of fitness unit: In many instances the health benefits of being physically active become the focal point for discussions relating to why we exercise. For many, these benefits are difficult to visualize and if relied on as the sole motivation for getting active generally result in failure or viewing exercise as a chore rather than a fun experience. The need to emphasize exercise as a life long journey that one can enjoy with family and friends holds the key to drawing our youth out from the sofa and into the sun! This unit aims to ignite the enjoyment that exercise can bring into our lives and provide a framework upon which individuals fitness can be measured, tracked, and reflected on. It is important that we foster in our children a sense of responsibility to actively seek and express themselves physically, and provide opportunities for them to get active. NASPE (National Association for Sports and Physical Education – USA) Standard 3: Students will participate in regular physical activity and understand that it provides opportunities for enjoyment, challenge, self expression, social interaction and a healthy lifestyle. Standard 4: Students will achieve and maintain a good level of physical fitness and understand that this contributes to becoming “Fit for Life”. Understandings include · Being fit contributes to a healthy lifestyle · Participation in regular physical activity provides opportunities for enjoyment, self expression, social interaction and a healthy lifestyle Essential questions:
Fitness is a process not a product
· What is fitness? · What does a fit person look like? · How do I get fit? · Why do I need to be active?
WIKI Handbook.
Amanda Pekin, Adam Winton, Kris Hamaguchi, Kerrie Edwards
Purpose of Strategies:
The resource booklet is to assist teachers in differentiating in the elementary school classroom. Activities have been chosen for classroom teachers as well as specialist subjects including Physical Education. These strategies work best when a teacher has an extensive understanding of the curriculum including desired learning outcomes and deep knowledge of one's students as learners.
content, process, product or environment
process
product
product
differentiation of content
learning profile
Biodiversity Grades 3 4
learning profile
Habitats Grade 2
Learning profile
Grade 2: Unit work topic - Uniqueness, Moral Dilemma
Grade 2 Multiplication Lesson
Product
Product
Readiness
Grade 3 Sportsmanship PE
Environment (it happens outside)
Grade 2
Process
1a.) Bridging Activity
Topic: Creative Writing about an amusement park experience
By: Kris Hamaguchi
eating cotton candy - http://www.youtube.com/watch?v=bPSWoFPCnbE
game - http://www.youtube.com/watch?v=D0n8N98mpes&feature=related
roller coaster - http://www.youtube.com/watch?v=z-Kuda3d3pM&feature=related
ferry wheel ride - http://www.youtube.com/watch?v=dWZonl1h1VE
sling shot ride - http://www.youtube.com/watch?v=F3C_amAMPYY&feature=related
Showing videos to the students will engage them and provide visual learners and ESL learners with the opportunity to have a good understanding of the topic. After each video clip, a class discussion or partner discussions will be generated to share similar experiences. This is an initiating activity that will provide opportunities for those who have had such experiences to share with those who may have not. Those with lots of experiences will be considered the experts and would be considered to have a strength in this area. Students will be making personal connections with the topic on which they will have to write. Sharing may involve the use of language and actions. This will address students with oral and kinesthetic strengths or abilities to communicate (ie. ESL, ADHD). This will be followed by the generating of vocabulary that would be used in such a writing activity. Lists may be categorized according to “parts of speech” (verbs, adjectives, etc.) or “5 senses and emotions” (ie. what do we taste/see/hear/touch/smell or feel at an amusement park?). The final product will be assessed with the writing rubric used for the grade level, specifically addressing content, word choice and voice.
Process: provide visuals to students and provide sharing opportunities to bridge real-life experiences with writing activity
Environment: sound and visuals for all students
1b) Bridging activity- Character interviews
The process for character interviews in grade one would need to be scaffolded and create a safe learning environment through content differentiation. The children will be placed in similar ability pairings. On the board will be a list of character ideas such as John the heroic Prince. I would list maybe 5 ideas as to not overpower the students and to provide support for those that require it. Also displayed, have a list of possible questions for the interviewer to ask. I would make sure that there are props and costumes available for the students who would feel more comfortable or more inspired dressing up. Once they have role played, encourage the children to create a story plan using the character they have just explored. This would appeal to auditory learners and kinesthetic learners. Having some ideas already displayed reduces anxiety and helps to support creative thinking. If the student is successful in the task, the end product would look like a creative story with detailed character descriptions.
1c) Bridging activity-The Wonderful World of Words
The process for the Wonderful World of Words for grade one would need to be kinaesthetic. I would ensure that there were instruments and costumes available in the classroom environment to sport creativity and to create a safe situation for all students. The purpose of this would be to introduce the new vocabulary at the start of a unit of inquiry. The children can be placed into groups of 5 or 6 students and a list of 5 new words that are topic related. The words given to each group would be content differentiated as to include all children and aim it at a level they feel comfortable in. The children, using sound, meaning or other effects, are to represent the words in a memorable way. They will then perform their word play/skit to the rest of the class. Through this all children will have equal exposure to new words. This will appeal best to the kinesthetic learners and children with ADHD, as they are only focusing on one word, its active and they all work together. If the student is successful, the end product should have learnt the new words for the unit and be able to recognize and explain them to others.
2. Interest Centers - Grade 3 Gymnastics
www.Youtube.com
http://www.olympic.org/.
en.wikipedia.org/wiki/Olympic_Games
www.usa-gymnastics.org/
gymnasticszone.com/Choreog.htm
gymnastics.about.com/od/.../a/MensJudging.htm
www.nawgj.org/becoming_a_judge.htm
gymnasticscoaching.com/new/category/judging/
www.growingkids.co.uk/Gymnastics.html
www.kidzworld.com/.../4372-gymnastics-101 - United States;
Task #1 - Look at the computer software for scoring in gymnastics and the score sheets used by judges. How do gymnasts lose or gain points in competitions? What is the best possible score a gymnast can recieve? Make up a scoring system to evaluate our Grade 3 gymnastic performances. What will you deduct points for? What compulsory moves should be included. Decide if you will add extra points for degree of difficulty.
Task #2 - Look at the music used in gymnastic routines. Listen to the tracks on the IPod for Levels 1-4 and watch the videos of gymnastic performances on You Tube. Decide which music you would like to use in your own rotuine and begin to choreograph your routine to music.
Task #3 - Watch some you tube videos and listen to the commentary by the judges and past gymnasts. Make up a commentary for another groups routine or your own routine. Be sure to include the correct names of the skills, how the skills are being modified with known movement concepts (changing levels, effort, speed, direction, relationships) and any added degree of difficulty you see in the routine. Add information about the performer and their practice schedules or how they came to learn the skills they are using in their routine.
3. Creating Choices Based on Talents - “Citizens in Action” (“CIA”)
- “Action groups” will have a minimum of 2 members
- groups will be based on an area of interest (ie. “Go Green”, music, sport, crafts, cooking, etc.)
- team goal is to create and implement a plan of action for how they can make the world a better place.
- Although all students will be working in interest groups, focus will be on the process the members go through to produce their end product (demonstrating good citizenship while working on a team, decision-making, group organization).
4. a Choice Board for Unit Assessment Task on Biodiversity (Grades 3 or 4)
4b.) Choice board for Grade 2 - Habitat Unit
Ecosystems can help us to understand that organisms and their environments are interconnected and that changes in one part of the system will affect other parts of the system.
5a.) Grouping Strategies
Lesson: Unit work topic - Uniqueness, Moral Dilemma
Level: Grade 2
- Show a video displaying the following scenario:
A parent has come in to your class and shared some food from her country. Unfortunately, when you take the first bite, you really don’t like the taste. Some people in the class are shouting “yuck!” or “ewww!” What will you do next?5b) Grouping Strategies - Grade 2 Multiplication Lesson
Children grouped into ability groups:
1st Group - Lower ability – Use manipulatives (Cubes, counters) to answer multiplication problems.
2nd Group – Middle Ability – Use arrays to answer multiplication problems i.e.
:: :: 2x4 = 8
3rd Group – Upper Ability – Explain the multiplication process in words and pictures to teach others how to find the answer.
5c) Multi Talent Grouping Strategy Grade 4 Fitness
This is a task as part of the Grade 4 Fitness Unit towards the end of the unit. It has been done as a summative task. It works best when students are placed in multi- talent groups with a spatial person, mathematician, writer, artist, and athlete in each group. Children are given the following contextual task:
Nickelodeon Kids TV is introducing a new segment called “Fit for Life.” They want to add a new event that will increase kid’s fitness. Our school has been chosen as the first school they will visit, to do a feature story on their season opening show. In order to prepare for their visit you will be asked to design and participate in a ‘Grade 4 Amazing Fitness Race’ that has fun fitness activities as checkpoint stations. Nickelodeon are looking for athletes who can design and participate in activity stations which cover all the components of fitness as well as being fun and challenging. Your design must include a map and description or drawing of each station, plus a way of recording distance covered in the race and number of stations visited. At least one team member must trial the race and test it out. The Race can last up to 45 minutes. You also need to cater for all the different reasons people might choose to be active ( to be challenged, social interaction, enjoyment, self expression, and health) so everyone will want to be part of your Amazing Race.
5 d. Grouping Strategy by Interest Grade 2 Circus Learning Activities
The outcome is for students to develop fundamental motor skills in an engaging manner at a developmentally appropriate level. They are also gaining an understanding of the movement concept that physical activity provides opportunities for social interaction, challenge, self expression, health and enjoyment.
Show available circus equipment and set up stations with sample tasks as an introductory activity. Have students visit various stations whilst playing “Circus” theme song and informally assess current levels of expertise and possible interest. Encourage creativity, individual or group work. Give lots of ideas and examples of possible tasks that vary in degree of difficulty for each piece of equipment available. Over a period of lessons directly teach some short basic activities according to student interest and expertise. Activities can include scarf juggling, feather balances, human pyramids, jump rope routines, hoop toss, clowning. What sort of person might enjoy clowning? Expose students to tumbling or ribbon stick, ball dribbling, and short jump rope routines to music with emphasis on choreography. After several lessons spent exploring and developing a broad sample of skills have students create their own groups based on interest. Develop group goals for chosen areas as to which activity appeals to the group and the skills they would like to become more proficient at. Explore the concept of skill acquisition. Revisit the previous skills in a discussion about how did we go about learning them? Was it just practice or was there more to it?
6. Tiered Learning - Grade 2 Circus Summative Assessment
The outcome is for students to develop fundamental motor skills and an understanding of movement concepts including skill acquisition. This task is offered to students as their final assessment for a Circus Skills Unit.
You want to run away with the circus!
Expert Group
In order to join the circus the Ringmaster would like to interview you first in an audition. You are very excited because he is going to ask about circus skills and this is exactly what you have been learning in PE lessons! Your task is to answer the questions to the best of your ability and perform a successful circus routine using either unicycles, stilts, or any of the juggling apparatus (rings, balls, clubs) so hopefully you will be selected to join the Circus. Your questions are:
- What skills/acts are needed for a successful Circus Routine?
- How would you go about learning these skills? Be ready to use examples, give skill cues and demonstrate progressions.
Develop a successful circus routine with your group and perform this in front of the Ringmaster. Be prepared to explain how you learnt new skills or improved existing skills so that the Ringmaster will hire you!Emerging Group
In order to join the circus the Ringmaster would like to interview you first in an audition. You are very excited because he is going to ask about circus skills and this is exactly what you have been learning in PE lessons! Your task is to answer the questions to the best of your ability and perform a successful circus routine using either mime, clowning, hoops, tumbling, or juggling scarves so hopefully you will be selected to join the Circus. Your questions are:
- What skills/acts are seen in a circus?
- How would you go about learning these skills? Be ready to use examples.
Develop a successful circus routine with your group and perform this in front of the Ringmaster. Be prepared to explain how you learnt new skills or improved existing skills so that the Ringmaster will hire you!6b. Tiered Math Lesson: This can be applied to many lessons. Students of higher ability can bypass the formal lesson, but work together with Everyday Math Student Reference Books to find information to learn the concept. The remainder of the class learns the concept with the teacher. For seatwork, average ability students who have a satisfactory understanding of the concept once the lesson has been taught can work on their own or with a partner, while the weaker students can complete seatwork in a small teacher-supported group.
7a. Entry Point to a Unit Activity - Grade 3 PE Sportsmanship Unit.
Outcome is to begin problem solving in a physically active setting and think about strategies we might already use to solve conflict when it occurs in game playing.
Post essential question near entrance to elementary school gym “Is there more to sports than winning?” Have two High School students already in gym before Grade 3 students arrive. The High School students do a (pre rehearsed) role play shooting hoops where an argument breaks out over whether a basket was made or not. The scene finishes when one HS student throws the ball and storms out. Ask students what they think just happened. Turn to a partner and talk about what just happened and how you might have avoided this situation. Explain to students they will be learning about Sportsmanship in order to successfully participate and enjoy playing sports, including the upcoming elementary sports day.
7b. Entry Points Activity: Scavenger Hunt - kick-off for Location/Mapping unit for whole grade level
- Divide students into mixed groups of six from across the grade. Provide all groups with one map of the ES playground and field, labeled only with spaces in which the students will fill in the letters that they find in different parts of the playground/ES field. This is a very minimal map with no legend or other text.
- Students must work together to find letters that are hidden at the actual locations, then write them on their map.
- When all letters are found, the team must assemble them to make a particular phrase (“Grade three is the best!)
- Goal: students will realize the importance of map-reading skills and of having a map that provides adequate information.
7c. Entry point to a planned Unit
In grade one; we begin our unit on Wellness by using a role play hook. We encourage one of the teachers to dress up in gym gear and to run around the playground. She then collapses in front of the children. She talks us through her breakfast of chocolate, her drink of coke and her lack of sleep. We discuss her exercise routine and what she has done before here. The children ask her questions and then we return to the classroom to brainstorm ideas of why we think that the teacher collapsed. This is a good process for developing the children’s interest and hooking them into the new unit. We can then use these observations to ask questions throughout our unit. If the process is successful the end product will be engaged children and a series of questions to keep them motivated and interested in the topic.
7d. Entry Point to a planned unit
Grade 2 - introduction to the Unit - Guess the Fairytale mystery box!
(Also see Fairy Tale Pictures PowerPoint ).
To introduce the unit, Students work either individually, in pairs or small groups. Explain to the class that they are trying to guess the fairytale from the items and pictures shown! Many children are familiar with this genre and will know some or most of the answers. There is a chest with approximately 12 items in it and a PowerPoint with pictures. Each item or picture represents a fairytale story or character.
Examples of items: Glass slipper (Cinderella) Long yarn braids (Rapunzel) Peas (The Princess and the Pea) Spinning wheel photo (Rumpelstiltskin) Bed (Sleeping Beauty) Red cape (Little Red Riding Hood) Brick (The Three Little Pigs) Bowl and spoon (Goldilocks and the Three Bears) Red rose (Beauty and the Beast) Apple (Snow White) Beans (Jack and the Beanstalk)
This differentiation strategy is used to enthuse children in the new topic area and generate new ideas for reading choices.
8a. Strength Based Option Grade 3 Sportsmanship Activity
After several lessons on sportsmanship allow students the opportunity to show you their current understanding of sportsmanship. Th outcome is for students to show their knowledge of both who can show sportsmanship (including players, spectators and coaches) and when we show sportsmanship (before, during and after a game).
Choices: WRITING Write a piece to a newspaper editor about the school sports day and be sure to include examples of the terrific sportsmanship that was shown on the day and which groups of people showed sportsmanship.
DRAWING Draw a storyboard or poster from the recent sports day and be sure to include examples of the terrific sportsmanship that was shown on the day and which groups of people showed sportsmanship.
BUILDING Build a model of the one of the facilities and various participants during sportsday and be sure to represent how sportsmanship was part of the day.
ACTING Create a mini role play of on part of sports day including as many elements of sportsmanship that were seen or heard on the day.
8b. Strength Based Option Grade one
Content Area – Unit of Inquiry
Topic – Friendship
Learning Goal (Students Outcome)
To be able to resolve conflicts.
To understand what a conflict is.
Choices
Writing
Produce a class contract outlining the guidelines we should all follow to successfully solve conflicts.
Drawing
To create a comic strip outlining examples of conflicts and the solutions.
OR
To draw a poster to persuade the class on successful ways to manage conflicts.
Building
To build a diorama of a playground that supports successful conflict resolutions.
Acting
To role play a conflict and demonstrate the correct way of solving this.
8c Strength Based Option Grade 2
Content Area – Unit of Inquiry
Topic – Celebrations
Learning Goal (Students Outcome)
Plan your own celebration which includes the previously learned elements of celebrations: Decorations, Food/drink, Invitations, Family/friends, Music, activities.
Choices
Writing
Produce a written report (plan) of a party you wish to host using all the elements of a successful celebration.
Drawing
Create a poster advertising your celebration and the many elements that will be included in your party.
or
Draw picture of a celebration in full swing annotate the elements within that party.
Building
Create a diorama showing your celebration and its various elements.
Acting
Act out a celebration you would host. The celebration is in full swing and will cover all the elements.
8d. STRENGTH BASED OPTIONS - Grade 3
Content Area: Unit of Inquiry (Social Studies)
Topic: Citizenship Learning Goal: Students will show their understanding of at least 4 qualities that make a good citizen. This is based on a given vocabulary (ie. empathetic, caring, courageous, self-directed, etc)
Choices Writing:Write a letter to someone you admire, stating the qualities (4 or more) that you admire and providing examples of proof of this quality in that person
Drawing: 1. Draw a scenario, identifying 4 or more qualities of good citizenship
2. Complete a creative drawing representing examples of at least 4 admirable qualities
Building: Build a scenario with given building materials, identifying 4 or more qualities of good citizenship Acting: Act out a scenario, identifying 4 or more qualities of good citizenship
9 a Webquest for Grade One lesson on Place Value
Webquest- Grade One Place Value lesson
http://questgarden.com/100/38/0/100601045721/process.htm
by George DeLong, Johnston Elementary School
Hello First Grade!!! We are going to explore Place Value today using technology or the computers....
I would use this webquest as a centre in my math class. I would encourage them to explore this independently within the classroom. It would be used to supplement the teaching already provided in class and could be used in compacting or tiered lesson planning. I really like this as it is very interactive and offers many different ideas through a range of learning styles. In Grade One this year we are also getting some promethean boards and so the links of resources to use on this is incredibly useful.
http://www.mhschool.com/math/mathconnects/grade1/sg1c13lesson2.html
The introduction to useful websites, such as the one above, provides a varied curriculum and activities to challenge and reach all children. I am excited to use this in the classroom and think that it will be really beneficial to my students and will add an extra dimension to their learning. I like this because it not only develops their math skills but also helps develop their information technology skills. In the upcoming technological world this is an essential area to feel comfortable in.
9b. Webquest for Grade 2 lesson on Fairy Tales
Source:
http://www.yesnet.yk.ca/schools/wes/webquests_themes/fairy_tales_sofie/fairy_tale_webquest.html
Introduction
This Webquest is an extension of all the work you do in class related to Fairy Tales. You have been learning about the history of Fairy Tales, the authors, the common characteristics we find in most fairy tales and other important information.
The goal of this Webquest is to allow you to use all the above information and also to take a critical look at these well known folk stories.
Grade 2 relevance
- To assess the understanding of the features of a fairy tale.
Stories have unique features which make them fairy tales:9c.
During our unit on “Location”, I would provide these webquests as a “choice” activity, as they address different topics in relation to mapping (ie rainforests, animals, map from home to school, etc)
Maps, Maps Everywhere! http://questgarden.com/84/60/3/090830194518/
Ahoy Mates! It's time to take a journey around the world to learn about maps! You will be going to Egypt and China. Here you will learn about the climate, land, and plant life. You will also discover the oceans, continents, major mountains, rivers, and lakes. Are you ready to explore?
Maps & Mapping http://questgarden.com/06/29/9/051026134913/process.htm
Where in the world am I?...
Each student will be "traveling" to some place around the world and it is your job to find out where they went. You too get the chance to travel and discover a new place and how to get there! Will you be able to challenge them to finding you and will you be able to find your classmates? That's the goal in this geography game.
Mapping the Rainforests http://questgarden.com/11/16/1/051130131108/process.htmYou have learned so much about the rainforest from reading The Great Kapok Tree, but where are the rainforests? Are they all in one area or are they scattered around the world? It is your group's job to find the answer to these questions.
You will work together, using resources on the web, to create a world map and show where the rainforests are located on your map. The map that your group creates will be able to answer these questions for you. Have fun exploring...
Animal Mapping http://questgarden.com/35/65/8/060919070125/Third Grade Mapping Webquest
Get ready because today you are going to learn all about the continents of the world, and also about animals that live on the continents. When you're finished you will be able to name and locate the continents, and know which animals lives on the continents.
How to Get Home http://questgarden.com/40/03/8/061101134809/process.htmThis wequest is designed for elementary students grades 3-5. The activity calls for students to use mapping skills to locate directions from the school to their own home. Then calls for estimation skills to complete the distance of the trip in miles. Students must also rely on knowledge of elapsed time to be sure that the teacher will know how early to leave school to make it on time to the party.
Treasure Map http://questgarden.com/author/preview.php?l=60273-090508123449&pt=student&p=introduction
Avast ye mateys! Captain Lee here. We are in big trouble! After our last plundering, I lost the treasure map we made of where to bury our trash! I want to make as little impact on our environment as possible, but I need somewhere for us to store all of our garbage. I need your help (or you can walk the plank!) I am counting on you buccaneers to get us out of this mess!
9d. Grade 4 Fitness Unit Web Quest
Source: Fit For Life Grade 4 Fitness Unit WebQuest
Introduction:
The focus of health-related fitness is to enhance the overall health of the person by achieving and maintaining a desirable level of fitness through good physical activity and exercise habits. Health-related, like performance-related fitness, is made up of a number of components which must be worked on to ensure that you are fit for life.
Relevance:
This is an excellent resource for the Grade 4 Fitness Unit “Fit For Life” It provides a wealth of content information on the various components of fitness and appeals to different learner profiles and links to extra resources for enrichment programs and those wishing to go further.
Brief Overview of fitness unit: In many instances the health benefits of being physically active become the focal point for discussions relating to why we exercise. For many, these benefits are difficult to visualize and if relied on as the sole motivation for getting active generally result in failure or viewing exercise as a chore rather than a fun experience. The need to emphasize exercise as a life long journey that one can enjoy with family and friends holds the key to drawing our youth out from the sofa and into the sun! This unit aims to ignite the enjoyment that exercise can bring into our lives and provide a framework upon which individuals fitness can be measured, tracked, and reflected on. It is important that we foster in our children a sense of responsibility to actively seek and express themselves physically, and provide opportunities for them to get active.
NASPE (National Association for Sports and Physical Education – USA)
Standard 3: Students will participate in regular physical activity and understand that it provides opportunities for enjoyment, challenge, self expression, social interaction and a healthy lifestyle.
Standard 4: Students will achieve and maintain a good level of physical fitness and understand that this contributes to becoming “Fit for Life”.
Understandings include
· Being fit contributes to a healthy lifestyle
· Participation in regular physical activity provides opportunities for enjoyment, self expression, social interaction and a healthy lifestyle
Essential questions:
- Fitness is a process not a product
· What is fitness?· What does a fit person look like?
· How do I get fit?
· Why do I need to be active?