Category Archives: CITE Cohort

Movement Journal- Final Week

Last Friday was a lot of fun, it was the most free flowing lesson we’ve had all year, due to the variance it’s station based approach.I really enjoyed the creativity involved in the warm up and cool down. More so, I appreciate the creativity and ambition with the lesson as a whole. It goes without saying that, that lesson is a high risk, high reward undertaking. With an ample amount of front loading by the instructor and a trusting relationship between teacher and class, it could be tremendous. On the other hand, things could easily go array. Nonetheless, as aforementioned, I admired the ambition of this lesson. I think a lot of the preceding groups, including my own, took a more traditional route because most of us assumed that the students would be acclimated regarding the type of behavior expected in those traditional structures. Last Friday, however, took an entirely different, more progressive, and perhaps more fulfilling approach. If there is a time to try a more unique approach to teaching, it is in a safe, experimental and controlled environment such as this. In retrospect, I wish I had suggested something more outside the box to my presentation group after participating in this lesson. Overall, it was a great lesson, one that only provides us with more tools for our P.E. toolbox. We have now been gifted some knowledge in almost every overarching aspect that we will have to deal with in our P.E. class in terms of activity types to game plan for. I hope to lesson plan in a creative manner much like the one that was exemplified last Friday.

Health and Physical Literacy

Congratulations Cheryl, Rob, Elizabeth and Mary! I thought you did a fantastic job with your presentation on Friday. I really enjoyed seeing everyone’s teaching persona come out during the different activities. For instance, I thought Mary had a more warm and gentle voice while Elizabeth’s was very enthusiastic and encouraging which also helped to suit the activities they were doing. I loved the warm up and cool down activity which involved students imagining themselves as animals. From my experience, primary students absolutely love animals and thought these activities were a great way for students to use their imagination. I also loved the instant activity where we each used our bodies to form different letters of the alphabet. This was very creative and allowing students to form partners based on where they were in the gym when the music stops is a great way for them to form relationships with different people.

I thought having sixteen stations was an excellent idea and I loved how Elizabeth said students are free to explore which ever stations they want. This made all of the activities sound really fun and exciting. I also liked how all of the different activities came together to help promote mental, emotional and physical health. I’m a great fan of mindfulness and loved the positivity wall and the meditation centre. I think a lot of students might sometimes get overwhelmed with all of the noises and activities that go on in PE and this is a great way to calm themselves down. I also liked how all of the stations were positioned around the sides of the gym and I feel it would be quite easy for a teacher to stand in the centre and monitor what was going on in the different stations. Overall, it was an excellent presentation and all of the presenters should be very proud of the hard work they put into their lesson.

Physical and health literacy

I really enjoyed the physical and health literacy lesson by Cheryl, Elizabeth, Mary and Rob. I liked how there were so many choices for activities and many of them allowed students to be creative. When I first went into the gym I thought there were four stations but then saw that there were 16. I thought that was great because there was less of a chance for line-ups so students can try many different activities. I saw at the obstacle course a group of students made a hungry hippo game with just two crates, 2 scooters and bean bags. They seemed to really be enjoying themselves. I think that is something that we should all be instilling in our students that simple materials can create fun games. They had many games where a person had to be aware of their body and what it could create. The instant activity had you using your body to create letters and the warm up and cool down had you using your imagination to turn into animals or imagine that you were in certain situations.

The discussion we had was very interesting because it made you reflect on how much exercise a child actually gets in a day and what is considered exercise. When you break down the 60 minutes required it is actually very doable. A teacher can do cross-curricular activities to teach subjects that can involve physical activity. Or a quick activity in the morning or brain break can also be incorporated. Sometimes just that little bit of exercise can make a difference. In my school all students have to go outside to play and are not allowed to stay in the classroom unless it is really cold outside and I think this is very good. A child needs to run around or at least have a change in environment to function.

I think the group had a good balance of activities that incorporated all different interests of students. Some students prefer individual activities and others enjoy working in groups. Good job!

Movement Journal – Physical Literacy Lesson

Last Friday’s group did a great job on physical literacy! Both the warm-up and the cool-down were really memorable! They were able to have consistency with the animal theme; something that I think is a great strategy for a Grade 2/3 class, for any class! It was a great way to get us students to use our creativity and imagination; something we should all be striving to do in our lessons. I think we can get lost in the content of what we have to teach that we have a hard time getting creative. Although, using the new curriculum, we will have more opportunities to be inventive with our lessons.

I thought the main activity was also a great way to teach us physical literacy! Liz, Rob, Cheryl and Mary were effective educators in giving us the Bingo task. They told us we did not have to complete it and that we had the choice to go to any of the stations as we pleased; just as long as we were moving and completed at least 2 of the stations. It was a great way to show us students that it was more important to be moving, exploring and having fun with it. I think that is what physical literacy is all about, being able to apply the different aspects of movement into every day play and being able to balance the different bouts of knowledge, in our daily routines. For example, there was a station to create a healthy routine and a healthy plate; giving us the option to have fun with the food options and while educating us. I personally enjoyed the cheering station! I love the rhythmic gymnastics ribbons, they are so much fun to run around with and it was very fun to cheer for our classmates!

Week 10 movement post

Way to go Liz, Cheryl, Mary, and Rob! I really enjoyed the group teach today and was extremely impressed with the preparation and planning that went into the lesson. I liked that the instant activity, warm up, and cool down were inclusive of all physical abilities. By using animals and natural settings like the jungle or forest, I think these activities would be great as an introduction or follow-up to other subjects that focus on animals and land, like science. The main activity of stations that provided choice was by far my favourite aspect of the group teach as I liked being able to play and try out new equipment with different people. I also liked that it was OK to gravitate towards stations that I preferred (like soccer and dance). The stations did a great job of hitting on the learning outcome of, “how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games.”

Through the discussion that focused largely on healthy living and well-being, we talked about how we could incorporate healthy living into our classrooms when we are not doing PE. In my practicum class we use movement stations that have card instructions such as, “run on the spot,” “wall push-ups,” and “jumping-jacks,” as brain breaks. I know DPA is supposed to be 30 minutes of daily physical activity, but not all schools are enforcing this. As future teachers, it is important to remember that daily physical activity and PE are as valid and valuable to learn as math, writing, or reading. Throughout my long practicum I hope to incorporate more active ways of learning, as well as educate my class about health and well-being.

Katy Machut- Session 10: Movement Journal for Promoting Cross curricular

I really enjoyed the variety and choice of activities with this weeks group teach hosted by Liz, Cheryl, Mary and Rob. I think that the directions with each game were very straight forward to follow and allowed us to have so much fun. I think the mediation station particularly reminded me of the importance of mindfulness which can be incorporated across curriculum. I was impressed with the variety of activities offered from art with the positivity stars, bowling, meditation, to dancing. I feel like this type of approach to physical education would allow for excited students and would love physical activity and be more likely to incorporate it in their daily life.

I see that it is of crucial importance that we as educators can provide variety of activities that are engaging, and relatable to children. The benefits of physical activity are so multifaceted which include improving self-confidence, learning new skills and improve concentration in the classroom.

I think that we are making strides in improving the requirements for physical activity within schools especially with the mandated 30 minutes of daily PE above and beyond recess and lunch. I believe I would incorporate lessons taught throughout the year about the importance of eating well and its positive effect on our minds and body. I think it is more valuable to have physical health emphasized throughout the year than having it just be part of one unit.

Session 10 (Physical and Health Literacy) – November 28, 2015 Movement Journal Comment

Well done to the physical and health literacy group this week! It was a lot of fun being offered choice to explore stations of interest and to pursue new stations or activities if we were curious. I think this ability to choose really allows students to engage more with the lesson as they cater to individual interests, skills, and strengths (or weaknesses). This lesson also did a great job in incorporating cross-curricular competencies and activities in order to demonstrate physical and health literacy, which is a great way to involve activity into other core subject matter. For example, the Spell Ball game was a great activity for students to work on their spelling, while incorporating other skills like passing, dribbling, and strategy.

The discussion in the smaller group settings also allowed for a dialogue to distinguish between DPA and PE. Daily Physical Activity is different from PE and should occur on every non-PE day for 30 minutes during the school day, extended to another 30 minutes outside of school. It is important for students and parents to understand the importance of activity and the positive outcomes it may have on your body. By implementing school based physical activity, we are able to prepare and encourage students to live physical and healthy lives, as well as to think alternatively about PE classes for students who may not consider themselves ‘athletes.’

Awesome job to the group for demonstrating how we are able to incorporate health and physical literacy in a cross-curricular manner!

Team Teach Reflection


This week, our group taught a lesson on Physical and Health Literacy. In general, I really love the idea of Physical Literacy. I myself am not a “team” or “organized” sport type, and I am so glad that schools are encouraging students to find a love of physical activity and to make a commitment to healthy living.

I was very proud of our lesson. During planning, we wanted to create a lesson that would encourage students to start pinpointing aspects of physical and health literacy that they enjoy. Because none of our learning objectives were skill based, and because this lesson/unit would be used as a cumulative one, focus was placed on enjoyment rather than skill building. Along with this, the 2 Stars and a Wish self-assessment intends to help students reflect on their experience and draw tangible connections between enjoyment and physical activity. By giving students choice, whether it was through choosing what bingo station they wanted to go to, who they wanted to work with, words they wanted to spell, or group size, students felt autonomous in their decision about their health, and thus could choose to pursue activities they enjoyed. We did want students to try things they wouldn’t normally try, and not to get too stuck in any one activity, thus we gave the instruction that students must fill their whole bingo card by the end of the unit. However, the enjoyment factor was again addressed by telling students they were welcome to revisit and adapt stations as much as they wanted during the unit.

Mary and Cheryl did a wonderful job with the warm up and cool down, and Rob did as well with the Instant Activity! When we were planning, we decided that we wanted to take a cross-curricular approach, and weave in as many connections with other curricular areas that we could. This was reflected in the instant activity (The Moving Alphabet) and its connections to literacy, and the warm up and cool down connections to animals and environments. Activities within healthy bingo showed connections to Math, SEL, Literacy, and competencies such as critical thinking and communications, as well as pulling together different movement skills that students would have learned throughout the term in PHE.

Another of the concepts that we wanted to weave into our activity was cooperation and teamwork. Students had the option to work together in small or large groups, or to work individually on tasks. Again, choice gave students autonomy and ownership over their healthy activities, and they could draw on constructivist learning models to stretch understanding and skill building.

Overall, my main goal was to create a fun and supportive environment for active participation and exploration, and I think that that goal was achieved!

Movement Journal for Week 10 (Nov 27th): Amanda Santos

Congratulations to the group this week. Liz, Cheryl, Mary and Rob, the lesson was so much fun. Upon first glance, physical and health literacy seems like a hard topic to create a PE lesson plan around, however, you all did a great job incorporating both topics into the lesson. The creativity of the warm-up and cool down was awesome and the instant activity was so much fun as well. All in all it was great to have so much choice and flexibility within the lesson.

I never really thought about health and physical literacy before this course. These concepts are an integral part of the foundation of physical education and life as well. It is clear that health literacy has a symbiotic relationship with physical literacy. Being a balanced person and understanding how to be literate and take care of one’s own self is important for children to understand. Physical education is no longer just about sport but about the child or person as a whole. Health literacy encompasses more than I thought and learning about the many aspects of health literacy was enlightening. The lesson made me take into consideration how literate I am in both health and physical literacy and how I can change that.