Wow, what a packed and productive last class. I can’t believe we managed to fit in group discussions, two group presentations, and a resource share. I am really happy we had the opportunity to share our resources with everybody else. I was really impressed with some of the lesson plan ideas and resources that I was hearing and thinking of ways how I would incorporate them into my extended practicum. The group presentation on Yoga did an incredible job considering the time constraints. I found myself quite relaxed and stretched out after their activity. Yoga is a mind-body workout that will improve flexibility but also bring back focus and concentration. I teach grade 1’s and I imagine they may have trouble focusing while practicing certain yoga poses, however I’d like to try it with them perhaps as a cool down at the end of a PE session, with a peaceful song playing in the background. Yoga’s gentle movements are useful tools to relieve tension that may have built up during the PE activity and may help relax them. Breathing exercises is also an aspect of Yoga that I want my kids to practice. I would introduce the breathing exercises to them during our yoga cool down and keep referring back to them in times of anxiety and stress that they may encounter throughout the day. Overall, I think Yoga poses and exercises are adaptable to any age level and its skills can translate to actions that are mindful when engaging in other things.
Monthly Archives: December 2015
BC Wheelchair Sports
I am really grateful for the opportunity to have BC wheelchair sports visit our class and enrich our knowledge on the opportunities they provide for individuals with physical disabilities to engage in able-bodied sports. Opportunities provided by the BC wheelchair sports truly changes the lives of individuals with physical disabilities as it encourages, supports, and respects their active living goals. By doing so, a sense of achievement and success is provided for them. This feeling will contribute to their motivation to continue in their personal active life goals and embrace a life long physical literacy. As I reflect, I remember one of our professors pointing out that it is inadequate to have able-bodied individuals to experience wheelchair sports themselves to motivate them to create equality and fairness for the students in the class. Although I agree that it is important for the people who introduce this topic and provide this opportunity to have expertise and knowledge, which transfers into their ability to appropriately deliver content material to the right age group. However, having had the opportunity to personally experience wheelchair sports myself, while not knowing much about the programs that BC wheelchair sports offered, the equipments themselves, the sports, and the skills that it requires; I am confident to say that this experience has really made me realize how talented, strong, and athletic these individuals are, and has motivated me to have my students exposed to this information and be able to experience this themselves.
Jeevan Mann’s Movement Journal, Comments & Capstone Summary!
Journal Submission #5
This week of PE was awesome! We had some ladies visit from BC Wheelchair Sports and were able to experience playing basketball, rugby and tennis, among other sports in wheelchairs. I was inspired at how many different sports/games can be played by including both able bodied individuals and participants in wheelchairs. Experiencing wheelchair sports first hand was a much better and insightful experience than reading about how to include people in wheelchairs in PE from the text. I had a great time and feel much more confident in my ability to incorporate lessons that are inclusive of all throughout my career. It is awesome to know how many resources are readily available for us as future educators. I appreciated how these sports gave athletes with disabilities the opportunity to actively participate and engage in PE, instead of “participating” by keeping score or doing something else that does not neccesarily get them moving around. I will definitely be contacting the ladies from BC Wheelchair Sports to visit my future PE classrooms.
Physical Education for Learning and Physical Literacy – Brianna and Jennifer
Jen and I created this blog as a dance resource for elementary teachers. We will also be updating it during our 10-week practicum as our dance lesson progresses.
Check it out!
http://justdanceresource.blogspot.com/
Sienna’s movement Journal -Nov 18th
I had an opportunity to teach the balance lesson that Maria, Sydney and I created for our P.E. team-teaching assignment. I modified my lesson plan to suit the need of my Grade 2 students.
First, rotating stations for different activities is eliminated. Since it was the first time for the Grade 2 class to participate in balancing activities, I had to provide detailed explanations to the students. Students were asked to participate in the activities as a class in order to spend more time on each activity and receive feedback from each other.
Secondly, from the original lesson plan, I only chose two activities for the balancing lesson. At my practicum school, one block is only for 30 minutes. Also, the gym is far away, making it time-consuming for students to get ready for gym class, go to the gym and come back to the class after the lesson. To ensure that injuries do not occur in the gym, it also requires a long time to prepare the class. Therefore, I chose to do two out of the five activities in the original lesson plan.
After the lesson, I have learned that a lesson plan is simply a guideline, and I have to be prepared to make changes if required. This is especially true of teaching a P.E. class, which requires more classroom management since students are in a larger setting. Thus, it is difficult to address all content of a lesson plan. I am glad that I tried the same lesson in the two different classes because I was able to understand the modifications of the lesson I had to make. One thing I should always remind myself as a teacher is that I have to be flexible and open-minded in modifying my lesson plan.
Jeevan’s Cross-curricular Lesson Plan
Jeevan Mann
EDCP 320
Prof. Steve McGinley
December 1st 2015
Assignment 4: Cross-curricular Lesson
Based on the H.A.C.E (Health & Career Education) lesson I taught my grade 4/5 practicum class on bullying, I would extend the lesson to incorporate PE by having the students create and perform a dance with movements that are associated with the 4 types of bullying: verbal, physical, covert & cyber bullying. I would split the class up into small groups of 4-5, and have them use their bodies to creatively express movements that they consider to be associated with terms that are connected to the 4 types of bullying. Some example of words they could use to express bullying through movement/dance include: teasing, intimidation, excluding others, etc. This lesson would allow students to think critically of what it looks like to be bullied, as well as expressing the emotions involved of bullies, victims, bystanders and oppressors of bullying, while being physically active. The Big Ideas that are tied into my cross-curricular lesson of PE and H.A.C.E. from the new BC curriculum are the following:
Personal choices and social and environmental factors influence our health and well- being.
Developing healthy relationships helps us feel connected, supported, and valued.
My original H.A.C.E. lesson plan on bullying is below.
| Lesson #1: Bullying Jeevan Mann | ||
| Grade: 4/5 Subject: H.A.C.E. (Health & Career Education)
Date: Thursday November 5th 2015 Time: 40 minutes |
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PLOs
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Lesson Objectives:
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| How I Will Teach This | Assessment | |
Materials:
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Hook:
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-Assessing understanding of bullying through student reflections
–Checking understanding of types of bullying (covert, physical, cyber & verbal) from Sort & Predict activity
-Bringing awareness to bullying prevention resources through class discussion |
| Lesson Overview:
Introduction (5-10 minutes) –Show students Marlene, Marlene, Queen of Mean by Jane Lynch -Ask what they think story is about -Read book & after reading, ask: *What is the message of this story? -It is never too late for bullies to change their ways -Sometimes it only takes 1 person to stand up to a bully & make them recognize that they can change their ways & make a positive difference -Draw attention to Freddie who stood up for the victims and bystanders *What is a bystander?
Activity #1: Reflection or drawing of bullying (10 minutes) -Have students draw or write a short reflection on a time they witnessed bullying– as a victim, bully, or bystander (5 minutes) -Give them option of sharing their drawing/reflection with partner, if they feel comfortable (2 minutes) -Have a few students share their drawing/reflection with the class (3 minutes) *Remind students not to give names while sharing their stories
Activity #2: Sort & Predict Activity (5-10 minutes) -Write names of 4 types of bullying on board & have students guess what each means -Split students off into pairs & provide each pair with envelope containing 4 types of bullying & associated terms -Have them organize terms under associated categories & share answers with class
Activity #3: Class brainstorm/discussion on signs of being bullied & bullying prevention (10 minutes) -Ask students: *How would you know if you, or someone you know is being bullied? *What can you do if you are being bullied? Cyberbullied? *What can you do if a friend is being bullied?
Activity #4: Closing Activity: Pledge to be a friend (5 minutes) -Have students share what they think we can collectively do as a class to prevent bullying -Everyone raise their hand and take pledge to be a friend. |
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| Resources:
–Marlene, Marlene, Queen of Mean by Jane Lynch |
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| Adaptations: Any book on bullying can be used as a hook | ||
ANGELA & JULIE R’s CROSS CURRICULAR LESSON PLAN – FISHING
Assignment 4 – Cross Curricular Lesson on Fishing & Aboriginal Education
bait, hook, line, and sinker
-Angela & Julie R.
ABC Cohort- Group Teach Lesson Plan- Health Literacy: Nutrition
Group Teach Lesson Plan
Sacha Raino, Para Demosten
Renee Pasula and Daniella Chai
Grade: 3 Subject: PE: Nutrition
Date: Dec. 1 Time: 30 minutes
PLOs:
- A2—describe healthy nutritional choices for physical activity
Lesson Objectives:
- Students will know the 4 food groups and be able to name examples of foods from each category
- Students will know the daily recommended servings for each food group
- Students will gain an understanding of how healthy nutrition plays one important role in our overall health
Materials:
- 119 Cards: [veg and fruit: 42; grains: 42; milk: 21; meat: 14]
- 7 index cards stating the daily servings per food group
- 7 hoola hoops
- 2 tambourines
Lesson Overview:
Instant Activity (5 minutes) Daniella
-Get students to form a circle
-Recognize Musqueam territory and ask for students to be mindful and respectful of each other
-Introduce the lesson theme. Nutrition: food groups; daily servings; blood sugar levels
-Short discussion connecting to prior knowledge: ask for examples of food that makes our blood sugar rise; examples that keep our blood sugar levels balanced and consistent
-Activity: explain that we will be acting out the life of a student during one school day to see how everything he eats affects his energy levels. Listen to the story and mimic my movements!
- Breakfast: sugary food; run to school
- First class: Sugar Crash; fall to the ground
- Recess and snack: run outside; see-saw (squats) and veggies for a snack
- Class: I feel so good after eating veggies; I’m so balanced in class (tree pose on each side)
- Lunch: run to cafeteria; sandwich and a big glass of water
- Playtime: hopscotch; finds a chocolate in his /her pocket
- Class: run to class; hyper (spinning); sugar crash
- Birthday cupcakes (dance)
- Walk home: getting slower and slower till all sitting on the ground
Activity (20 minutes)
Phase 1: Sacha
Explanation: (students will still be sitting on the ground in a circle)
(during the explanation other teachers will lay out the cards on one end of the gym and hoops on the other)
-go over the daily servings for each food group: examples with a visual
-all the students will line up on one end of the gym
-they will be given an instruction at which time they will run across to the opposite side of the gym and look for the type of food we asked them to find; then run back and put the card in to the nearest “body” (a hoop); then stand behind the black end line.
-the catch is: for each food group we will ask you to move in a specific way.
-meat and alternatives: chicken dance; grains: harvest the wheat; fruits and veg: pick the apple and pull the carrot; milk and alternatives: milk the cow
-get everyone to practice each movement
-explain that we are going to use the tambourine as a signal. Demonstrate what it will sound like and what it means when we make the sound. [2 short = go; 1 long = quiet down, stop and listen]
-check for understanding (thumbs up or thumbs down)
-First Instruction: “When I shake my tambourine run and get one serving of a milk or alternative.” Second Instruction: “When I shake my tambourine run and get one serving of a grain” ect.
-Formative assessment: Checking for understanding after instructions; based on their answers to questions and performance in activity
Phase 2: Renee
Explanation: (students will all be standing on one side of the gym)
(while explanation is happening others will set up 7 hoops in front of the students)
-Next, we are going to get you in to small groups. [26 people: 5 groups of 4; 2 groups of 3]
-put them in to groups by numbering them 1 to 7
-Once you are in your groups you will find a “body” (hoop) and stand in front of it. (7 hoops; 1 per group)
-Each group is going to gather all the food they will need to have a balanced diet for one full day.
-Each group will be given an index card that shows you the recommended daily servings from the Canada Food Guide
-For your full day of healthy eating you will need: 6 servings of vegetables and fruits; 6 servings grains; 3 servings of milk and alternatives; 2 servings of meat and alternatives
(Index card for each group that shows them what they need distributed once they are in groups at their hoop)
-This is a relay race. So, decide which type of food each person in your group is going to look for. Remember that you will have to move in the assigned way depending on which type of food you’re going to gather.
-Everyone who is finding a grain show me your harvesting! (get them all to show us their moves)
-One person at a time, cheer on your team mates, safety concerns, mindful of each other
-The first group to get back to their “body” with all the food they need wins!
-When I shake the tambourine you can start.
-Formative assessment: checking each group’s hoop to see that they gathered the correct amount of food for each food group.
Phase 3 of Activity: Sugar Crash Tag: Sacha and Renee
(Clear all the hoops away and scatter all the food cards around the perimeter)
(Group children in to the center ring in the middle of the gym: explain the boundary)
-Now we are going to play a game of freeze tag that we have named Sugar Crash Tag
-Center ring is home base and the starting place.
-The goal is to run (regularly) from the center (safe zone), find a specific food and then run back in to the safe zone.
-The first 3 people back in the center with the correct food will be the monsters for the next round.
-We will indicate the round is finished with the sound of the tambourine.
-There will be 2 people chosen to be the Sugar Crash Monsters who will be trying to tag all of you as you are gathering your foods.
-If you are tagged by one of the Sugar Crash monsters you must give your food cards to the monster who will re-scatter them and then you must freeze in a sugar crash position for 10 seconds before you can move again.
-Demonstrate the sugar crash position
-For the next game we will give them a new food to find.
-At the sound of the tambourine we will start and end the games.
Cool-down (5 minutes) Para
-Get students to sit in a circle
-Song: call and repeat
Summative assessment: Asking each student to name a food from each food group
Safety Concerns:
- Check gym space for hazards and clear/rectify them
- Tripping over hoola hoops
- Students running in to each other
- Students fighting over cards
Extension:
- We could give increasingly difficult foods for students to look for (recipes for example)
- Increase the amount of students who are “it” for tag
- Math questions about serving size (fractions)
- Nutritional facts; more in-depth science
Adaptations:
- Using a variety of modes to access different learners (oral, visual, written, kinesthetic)
- If students had physical limitations they could play the role of the teacher by deciding which combinations the students need to look for; or officiate by starting and ending the game with the tambourine.
- If there isn’t enough time, you could divide up the games and play them over a series of classes
Resources:
- C. PE k-7—Integrated Resource Package
- Canada’s Food Guide—Health Canada
Health and Physical Literacy Week
Guiding Questions
What is health literacy?
Health literacy is the ability to access, understand, assess, communicate, and demonstrate information to promote, maintain, and improve a healthy lifestyle. In order to be literate in this subject, one needs to understand the basics and fundamental proponents of being healthy and staying healthy. Self-evaluation is one key strategy in the comprehension of health literacy. According to the BC Ministry of Education, students should be involved in monitoring and evaluating their own knowledge, attitudes, and skills in the four aspects of healthy living: healthy eating, active living, healthy relationships and healthy practices.
What is DPA and how is it different from PE?
Daily Physical Activity (DPA) was introduced by the Ministry of Education to encourage all schools and students in B.C. to include daily physical activities in their lessons. PE focuses more on the educational course relating to the physique of the human body, and the proper technique for fundamental movement skills and strategies. DPA, however, focuses more towards participating in activities at a moderate to intense levels that will benefit all aspects of our well-being. The duration of daily physical activities differs between grades. From Kindergarten to grade 9, thirty minutes of DPA is required. However, in grade 8 and up, students are required to do additional physical activity and log them as part of their graduation transition program.
Staying healthy is important to all learners. In each grade from Kindergarten to Grade 7, the students are expected to participate in physical activities for a minimum of 30 minutes each day, and participate in a range of endurance (e.g., speed walking, jogging, soccer), strength (e.g., push-ups, core strength training, skating) and flexibility (e.g., stretches, dancing) activities.