Inquiry Project
TEMPLATE
( Make a copy and go to advance-> share with your team members, & anyone with the link can comment/suggest)
Team member
Name: _Vaneza Torrijos____
Name:_______________________
Topic:___Physical Activity________________
Part 1: Driving question: (*You should schedule a time to meet with your partners to discuss this before doing Class Prep#7)
What are your three initial driving questions?
1 Why do we have s physical education class?
2 What makes physical activity important?
3 How do we make sure we get enough physical activity?
What is your one, final driving question?
Why do we have a physical education class?
Background information of this driving question:
Planning on working with first graders
Standards being covered:
1.2.4 Identify major body parts, muscles, and bones used to move and support the
body
1.3.1 Engage in health-related physical fitness activities or games during physical education class, recess, and/or or leisure time with one's family and friends.
1.4.6 Participate in an active physical education class to maintain age appropriate intensity and duration for improved physical fitness.
I will play a video about physical activity to the students and then I will put them in groups of four and they will brainstorm about physical activity and why we have physical education class than in those same groups they will make posters about them. The students will have an understanding of why it is so important for us to learn about being physically active and to actually be active everyday.
Why do you think this is a good driving question?
Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
Does the DQ warrant in-depth study?
Yes, because the students need to learn the actual reasons for why we have physical education and realize that we do not have this class just for fun even though it is a fun class we have this class to learn different things and to get daily activity. There are different things that they have to realize that they learn in this class. They learn things such as games and the rules that go with them, different movements and what body parts allow them to make these movements, and the different parts of their bodies. The students have to think about what all they do in this class and why they do this.
Is the DQ an authentic and relevant issue/problem for my students?
Yes, because many students especially younger students tend to think that physical education is all fun and games and then when students get older they tend to think that physical education is dumb and that there is no reason for them to have to take that class but there are actually reasons for why schools have a physical education class. The students are the ones who actually go to this class and are involved in it so they have to figure out what is the reason for them having to go to this class and what all they are going to learn from this class.
Is there more than one plausible solution to the DQ?
Yes, depending on how each student thinks they can come up with endless possibilities to why we have a physical education class some may be silly, serious, right, or wrong but there will be many different types of answers. Each student may have a different reason for why they have to take this class some may think they take it for fun, others to learn, others to get rid of energy, and they can come up with even more examples and reasons.
Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?
Yes, because each student has to give a an answer to this questions and why they think this answer is correct and many of the answers that they give will be correct but some of the students will disagree with their answer and the student who gave the answer can say why it is right and they can even prove it is right by giving an example of them doing this activity in class.
Part2: Grabber
What is your grabber?
List all your grabber components here, links are needed.
https://www.youtube.com/watch?v=NbEeaBULvys
https://www.youtube.com/watch?v=l04ODTLJc9g
Why do you think this grabber is beneficial and how it align with your driving question?
Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
Does the story, article, video, announcement, role play, or other resource.
The video grabs the students attention because it is catchy and it is fun so it
makes them want to watch it.
hook the learner into asking more questions about the topic?
It will make students ask questions on what is actually physical activity and
what makes something physical activity.
Does the grabber capitalize on novelty and / or high emotion situations?
It shows that physical activity is both fun and something we need
Does the grabber establish authenticity & relevance?
The grabber is relevant because it is getting the students interested in the
topic and grabs their attention in fun way.
Make sure to explain in detail how this grabber would be used.
The video would first be shown before the students have any information
about what we are going to do and then be put into groups after the video
and discuss what they saw in the video and what they think about it.
Culminating activities: List all your activities here:
Brainstorm, make a poster and present it, answer any classmates questions.
1) Activity 1
What is your first activity?
The first activity is to brainstorm with classmates.
I would group the students into groups of 4 for each of them to brainstorm
why there is physical education and have that same group make a poster
together to present to the class. Students can use each other for information and use the computers and even ask other teachers why there is physical education.
Why do you think this is a good activity for PBL?
Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
How is the activity authentic?
The activity is authentic, because the students are own their own discussing why there is a physical education class and why we have it.
Does the activity provide students with the opportunity to present and defend problem solution?
The activity provides students to say why there is a physical education class what all they do in there in why they do it. With their group members
Does the activity require student collaboration?
Yes the students have to work together and talk to each other about why there is a class for physical education and then they have to work together to decide what they believe is true.
How will I judge what students have learned from the activity?
You will need to create a rubric for this step and potential example materials as well.
I will walk around and make sure that they are in their groups talking about what they need to be talking about and not talking about other things.
2) Activity 2
What is your second activity?
The second activity is the students will make posters with their group members.
Why do you think this is a good activity for PBL?
Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
How is the activity authentic?
The students are talking what they learned and what they believe and are laying it out for others to see.
Does the activity provide students with the opportunity to present and defend problem solution?
Yes because the students have to present their posters to the class and answer any questions that their classmates have.
Does the activity require student collaboration?
Yes because they have to work with their group to make a poster and they have to work as a group to present it to the class.
How will I judge what students have learned from the activity?
You will need to create a rubric for this step and potential example materials as well.
