The goal of this unit plan is to integrate physical activity and learning regular subjects into physical education class. I believe that giving the students the opportunity to learn in a different way is important. This allows them to work together and move around while learning core subjects in PE.
Unit Project Planning Workbook
Project title: Integrated Curriculum
Teacher(s): Wes
School: Beech Hill Elementary
Grade level(s): 3rd-5th grade Phys Ed
Subjects: Physical Education
| Summarize the theme for this project. Why do this project?-The theme for my project is going to be integrating core subjects in PE. My idea behind this is to give the students a different way to see certain subjects and integrate it into PE. I think it will give them a different way of seeing the material and hopefully give them a refresher or a jump start to the specific subject. |
| Identify the content standard that students will learn in this project (two to three per subject).–I plan on doing math, geography, history, and maybe a fitness thing. So for math I would have them work on adding and subtracting money while incorporating into physical activity. They will also be working on building relationships with their classmates because they will be working together. For geography I am going to have them do a U.S map/exercise game. So for this they will be able to identify facts and states on a map. For history I plan on having them play a game that helps them learn more about Native Americans. I would have a game and have them learn how they lived and what they ate. The goal for them would be to learn how they survive the four seasons. |
| Identify key skills students will learn in this project.List only those skills you plan to assess (two to four per person).-I plan on assessing them by having them go home and look up some facts or draw a picture of a couple of state flags in the U.S. Then possibly have a worksheet for them to take home and answer some simple questions about Native Americans. I think I would also communicate with the history teacher and come up with a plan of action. |
| Identify the habits of mind that students will practice in this project (one to two per project).-They will be working together on these activities so they will be able to build relationships, being physically active, and learning core subjects in gym class in a different way. They will be learning and moving around so it will be a different way of learning for them. |
| Brainstorm possible driving questions. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. For guidance on writing driving questions review this page or this webinar. Be sure to follow the following guidelines:Record as many options as you can, trying different formats and styles.Do not stop to discuss, judge, or answer questions.Write down every question exactly as it is stated the first time. |
| State the essential question or problem statement for the project. -Why is it important to be physically active?-When is it important to know how to add and subtract money? -How did the Native American survive the four seasons?-How can learning about currency be important in the real world? |
| Define the products for the project. What will you assess? |
| Early in the Project: The beginning of the project I will be observing if they understand the way around the U.S. During the lesson they will be performing exercises while going to different states. So I will make sure they are getting that down before I introduce the project. |
| During the Project: I will be assessing if they are working with their partners and if they are using the internet correctly amongst their group. They will be still traveling around the U.S. but instead of doing exercises they will have a poster and will be filling in the states with facts they have looked up. I will provide them with examples of facts that are appropriate. So the main thing I will be assessing is if they are staying on task and if they are working with their partners. |
| End of the Project: I will be looking over their posters and I will see if they were filling in the correct facts. Also, I will give them a piece of paper and it will be a self-evaluation, peer evaluation, and a question about using the internet to gain information. |
| State the criteria for exemplary performance for each product: |
| Product: They will know some facts and where some of the 50 states are located Criteria: They have shown the ability to navigate through the country, during the last lesson when they performed the activity. |
| Product: Working well with their classmates. Being able to make decisions together as a group. Travels in personal space throughout the activity. Criteria: The students show they work together with their partners. They know the rules about being a good teammate and making decisions together. |
| Product: Using the information that they gained through PE and applying it to their history class. The goal is to get them more comfortable with the geography of the U.S. Criteria: Develops the understanding of the location of the states and shows that through the lesson. |
| Product: To use the internet correctly to gain the information they need to put onto their posters. Criteria: Shows knowledge and understanding of the web and is able to obtain the correct information. |
| What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. |
| Major Product: They will be able to construct a poster with their classmates and present their poster of facts from the states |
| Knowledge & Skills Needed | Already have learned | Taught before the project | Taught during the project |
| Know some facts about the 50 states | Yes | Yes | No |
| They have a general idea where they are located so they can navigate running around the country. | Yes | Yes | No |
| Have the skills to work together as a group and finish the project | Yes | Yes | No |
| Knowledge of constructing a poster of the states | No | No | Yes |
| Using the internet to find facts about the states they choose to use for their poster | No | Yes | No |
| The skills it takes to present their project | No | Yes | No |
| What project tools will you use?Know/need to know listsDaily goal sheetJournalsBriefsTask listsProblem logs |
| List the key dates and important milestones for this project. You can include a map or flowchart of the project timeline. -For this project it will last around two class periods. Since I will be a gym teacher I will only see the students once a week. I cannot have it lasting too much longer than two classes. So the first day we learned the states and facts about the states. The project started the following week and they started to research and search for facts about the states. They also were starting to develop their posters. The next week is when they will start to finalize their research and facts about the states and present their poster. SO the important date would be the last day because that is when they will be able to show their classmates what they’ve been constructing. |
| Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?-Some problems may be everyone is having the same facts from the states. |
| List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.-This task is meant to be done at your own pace so they will be all working together to complete the task. For ESL purposes I think I could honestly have the facts in multiple languages. I think that would also be cool because they would also get to visually see words in different languages. But if not I first talk to one of the students and pair them up with someone I trust to help them through the process. I think this task would really have everyone working together so it would be a collaborative effort. |
| How will you and your students reflect on and evaluate the project? □ Class discussion □ Fishbowl □ Student-facilitated formal debrief □ Teacher-led formal debrief □ Student-facilitated formal debrief □ Individual evaluations □ Group evaluations □ Other: |
Wes's Blog 