PYP8 Unit of Inquiry: Scientific Methods … November/December 2014

Learning Objective:

Understand how scientific methods can be used in sports

The main idea behind this PE unit was to analyse the overhand throw using a biomechanics analysis method (TGMD Test of Gross Motor Development - http://users.rowan.edu/~conet/APE/TGMD-2.object.control.html).

In groups of 5-6 students, one child has volunteered to perform the overhand throw in Handball and be analysed.

Introduction:  Tch presented a video that shows how biomechanics can help sportists to improve their performances. video link:

https://www.youtube.com/watch?v=r3-UuoQ6fbY&index=2&list=PLD0C94159A3F01B5B

Development:

Teachers have given two basic instructions to the volunteers on how to perform:

• one foot on the line
• throw as far as possible (3 times)

Volunteers were filmed (K:\PE\2014-2015\VT\PYP 8 Scientific Method) and taken pictures, so each group could analyse the performance (movement).Each group was given a chart (based on the TGMD) with a 3-phase image (preparation, execution and follow-through) of the overhand throw and a checklist with details of the expected performance https://drive.google.com/drive/#folders/0BwmPzeHMUY4IUGEwVkwxSEtYQ00/0BwmPzeHMUY4IYm5rVklIazlQaVE/0BwmPzeHMUY4IflJYTDRUNUlBczZ2cDVHZFo0eVMwRTZ6SnZqaEhuMEJDSlR4cjJWTVk2Y2s/0BwmPzeHMUY4IfjhXWXlaaU5oOWpvakxLS2czWEJOVmNYV0RzckxNTV9LUkxqUGdoOW03ODg/0BwmPzeHMUY4IfkRXbm5qSl9yZmxpd3RiMEZxaHY1Q3gxU0xGbkN5RDZUakg5bUllNDhUdGc

Based on the TMGD chart information, each group compared the chart to the volunteer’s performance, identifying which phase this child should focus on to improve the overall performance.

Students have worked on analysing, giving feedback, etc., to the volunteer to promote further understanding and improvement, for two lessons.

Conclusion / Summative assessment:

All volunteers had the opportunity to perform many times according to the analysis of the group. They have all stated in a final conversation how much they have improved and the benefits of the analysis.

There was no summative assessment for this unit, apart from teachers’ observations on students’ work and performance.

Suggestions: A final round of pics and movies with the same volunteers.

PYP5 Inquiry into a PE Unit - Rope skipping - March 2015

• Plastic cards were made by the PE teacher

• Children were shown the cards with a few options of actions using the individual ropes

         

• They were given the opportunity to experience all the rope skipping actions and after a few lessons they chose one of them as a goal - something they needed to practice and improve. They created their own cards with their own goals.

• 
• They have practised them and presented to the whole group.

          

PYP 4 - Unit of Inquiry:  Communication to an audience - April 2015

Learning Objective: Create a new game and present to the whole choosing a communication mode.

Introduction:

Circle: Discussion on ways of communicating - speaking, writing, mimics, dance, etc

Task: create a game and communicate to the whole class.

L1. The teacher brought as an example the idea of adapting a known game (queimada cone). She explained orally and drawing the game on the white board. Then she modified this “modified” game to “queimada cone plus”…

L2. Tch told them a story about a wolf and created a running/catching game based on the story.

L3. Tch chose a few equipment and created a game using hula hoops.

Development:

Discussion on types of games - Tch wrote on the white board a list with children’s ideas. Tch wrapped
this talk categorizing the ideas in types of games…
 

Children were asked to sit in groups of 3 to create a game based on the equipment available (spread by RP) and the notes on the board.

Each group developed their own game.

Summative Assessment:

Using a given assessment sheet, each group worked on their game creation: name, objective, rules and a drawing. (see file attached)                     

Each group has presented the game to the whole class - orally

All games have been played by the whole class.

Students used a range of equipment and different types of games were created based on different games categories.

PYP8 unit of Inquiry  CENTRAL IDEA:  As individuals we play a role in society - October 2016

Lines of inquiry:

Our responsibility as citizens

How collective and individual actions impact society

The attributes and actions of different individual leaders

PE connection to the unit (learning objective):  Identifies attitudes necessary for a team to work efficiently.

Connection Assessment: Students will identify and select the attitudes necessary for a team to work efficiently. After every game they will grade themselves (self assessment) and reflect about it.

Teachers’ guiding notes

Thinking routine: “Board talk” (using the white board)

Part 1:

Guiding question 1:

• Which attitudes are necessary for a team to work efficiently.

Task 1: Students will think for 1 minute and write their answers on the board using markers

Part 2

Guiding question 2

• What are the main differences between an Olympic Team and the class team?

The students pointed out the main differences such as skills, payment, age, time of training…

Tch added that an olympic team plays to win (not all players have the chance to play) and in the PE lessons, all students participate the class plays to learn (participation)

Task 2: With all attitudes on the board, students (individually, in pairs or small groups), will choose one and write examples of how to apply it during the PE unit 1 lessons, using a post it. Although they can discuss in groups, each student will write his/her own ideas and glue their post its on the board.

Part 3

Task 3: Self assessment (end of the lessons): Students will analyse their own actions regarding the chosen attitude and will grade themselves from 1 to 4.  Teacher will record their self assessment.

I applied the chosen attitude ...

4.  all the time during the game (always)

3.  most of the time, but in one occasion I did not. (most of the time)

2.  a few times, but in some occasions I did not. (a few times)

1.  very little or never (never)

PYP5 Unit of Inquiry: CENTRAL IDEA: Access to equal opportunities can depend on human actions and circumstances.

Lines of inquiry

• Children’s lives around the world.
• Human and children’s rights.
• Equal opportunities

PE connection to the unit (learning objective):  Exemplifies how games can be adapted for disabled people.

Connection Assessment: In groups, present adapted game rules for one specific disability

Obs.  Unit will be running as the Paralympic games happen

Part 1: Guided run:

Tch organized an activity called guided run. All students experienced running using a blindfold guided by the hand of a partner.

Part 2: Think-pair-share

Tch used a think-pair-share activity and the following guiding questions.

1. How did you feel while running with your eyes covered and guided by a partner?
2. What made some children run easier than others?

Using post its, in pairs, children discussed, wrote down their answers and placed the post its on the whiteboard.

Words such as “scary”, “happy”, “good”, “blind”, “lost” were on the post its, indicating various feelings.  “Trust” and “confident” also appeared.

Part 3: Round of questions and wrap up: Tch continued asking questions related to Paralympic games, the concept of disability, etc.

Part 4: Students will, in small groups, present an adapted game and its rules for one specific disability… using the assessment sheet:

https://docs.google.com/a/stfrancis.com.br/drawings/d/1kW6PLUBWzpUp1Hj9yXxovS-9VoyYUs2Mt8RXYrLjPa0/edit?usp=sharing

MYP4 - MYP5 - DANCE UNIT . Criterion B Planning for performance - October 2016

In this unit, students will be putting together a Dance Choreography. They should take a dance style of their choice from either:

MYP5 Africa, Asia, Oceania or The Middle East

MYP4 South America, North America, Caribbean, Europe.

Working in pairs or individually, they need to develop their dance style and present it, which will be 1.5 to 2 mins in length. Their dance can also be a mixture of dance styles. It is highly recommended they mix genders within their groups but not mandatory.

They will need to use the story board to map out their dance style. They need to submit their individual or group plan and within it, highlight their contributions, based on the  following 3 phases (planning, rehearsing/practicing and presenting).

Introduction:

THINKING / BRAINSTORMING ROUTINE:

Set up: 4 stations, one per continent - materials: pens, blank A3 sheet, articles on examples of dance, laptops.

Routine:

• Small groups
• 
• Rotate through all the stations
• Research using the articles and the laptop
• Edit their contribution on the A3 blank sheet using key words = elements that may help those who choose that particular country/continent.

SAMPLES

Samples from MYP5:

Samples from MYP4:

• Contributions were made available for the students to refer to before making their choices: