W200 inquiry: Allen & Linz

Created Feb. 7, 2024 by emily linz

Team member

Name: Emily Linz

Name: Chantel Allen


Topic: Physical Education in the Schools



Part 1:  Driving question:  

  • What are your three initial driving questions?

    • 1.) How could we increase the amount of time children are active in school?

    • 2.) How can we show children the importance of including exercise in their daily routines now and in the future?

    • 3.) Should children have more physical activity in the day, other than recess?

  • What is your one, final driving question?

How can we stress the importance of physical activity in students’ daily routines, by increasing their physical activity at school at other times than recess?

  • Background information of this driving question:

    • We are working with the third grade level.

    • 3.2.4 discuss how the school can support personal health behaviors.

    • We are planning on introducing the information concerning a healthy lifestyle that includes the involvement of daily physical activity.

    • We will also be showing the children basic exercises that they can do at home, as well as some in the classroom during small breaks.

    • Students will be shown an engaging video explaining the importance of physical activity for a healthy lifestyle.


  • 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. This question will challenge the children to really think about how we can make it apparent that physical activity is an essential part of our everyday lives.

    • Is the DQ an authentic and relevant issue/problem for my students?

      • Yes. The question posed is relevant to all students lives. They should be concerned with their personal health and how they can preserve it.

    • Is there more than one plausible solution to the DQ?

      • There are many solutions to this question! This will challenge the students to come up with their own solutions to the question, and explain to others why they think these solutions will be successful.

    • Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?

      • Because this question doesn’t have necessarily one correct answer it gives student the opportunity to look at others work and compare it to their own.  


Part2: Grabber

  • What is your grabber?

List all your grabber components here, links are needed.

Introductory Grabber: The instructor will have  the class participate in a group exercise through the website, GoNoodle. This will be a fun and engaging video. This will help to engage the children by grabbing their attention in an interactive way, using their minds and bodies. The exercise will provide a segway into the classroom discussion concerning the importance of daily, physical activity.


Link to GoNoodle exercise for the grabber

https://app.gonoodle.com/channels/indoor-recess/food-glorious-food?source=channel



Introduce the Central Question: Following the GoNoodle activity, the class will be introduced to the central, driving question, “How can we stress the importance of physical activity in students’ daily routines, by increasing their physical activity at school at other times than recess?” The question will be introduced early as to “prime the pump” so to speak, and get the children subconsciously thinking of possible solutions to this problem, to be discussed in the assessment activity.


Discussion: Following the group exercise mentioned in the grabber section, and the initial introduction to the central question, we will then move into a class discussion. The discussion will begin by asking the children how they felt during the group exercise. (ex: Did you have fun? How did it feel to move around for a while? Would you like to do activities like this more often than just recess?) The discussion will then introduce the benefits that daily, physical exercise provides to one’s health, while keeping the discussion easy to understand. We will then show the students basic activities to keep their body moving at different parts throughout the day.


  • 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 hook the learner into asking more questions about the topic?

    The GoNoodle group exercise most definitely will hook the learning into asking more questions about the topic, because children enjoy active learning more than reading from a book or only listening to someone speak. The group exercise from GoNoodle will be an interaction where the students can develop questions and ideas along the way.

  • Does the grabber capitalize on novelty and / or high emotion situations?

    The grabber capitalizes on novelty situations by providing the children with a new approach to healthy lifestyles, by showing them a scenario where they can be active in situations other than recess at school. The students will be drawn in by the color, music, and overall appeal of the grabber, making the children excited and willing to participate.

  • Does the grabber establish authenticity & relevance?

    The GoNoodle grabber established relevance by showing the children that physical activity can be easy and fun to do and learn about. The group exercise can also show them that it feels good to be active and move around, especially when they are expected to sit at desks all day. The GoNoodle activity is a hands-on approach to the learning of the importance of daily, physical activity.

  • Make sure to explain in detail how this grabber would be used.

    There would be a link to the GoNoodle site where the instructor would click to pull up the group exercise. The video would be displayed on either a projector or a smart board. The children would then be asked to follow along with the video, doing all the motions and movements shown on the screen. Students would then be asked how they felt about the group exercise, and possible ways that some parts of the exercise can be used every day as a way to stay active at times other than recess.


  • Culminating activities: List all your activities here:


1) Activity 1

  • What is your first activity?

List the name of your activity here*. And explain how it would be implemented  in the class, describe the process, such as how to group your students*, when to present information to your students, what resources you will use*, what students will create or share, etc.


The name of our activity would be “Daily, Physical Activity Posters.”

After the GoNoodle video, introduction of the driving question, and class discussion, the students would then be asked to show us what they learned by creating a poster in groups of four. Students would be grouped randomly, however, the ideal group size would be four, although for absences or extras, we would adjust. A poster board would be given to each group, as well as pencils, markers, and crayons, and then the directions would be presented. Students will be asked to create a poster to provide solutions to the driving question, “How can we stress the importance of physical activity in students’ daily routines, by  increasing their physical activity at school at other times than recess?” This poster project would be a two-day activity, seeing as though it is hard to hold the attention of third graders for long periods of time. For both of the two days, the children will have thirty minutes to work on their posters with their groups.  At the end of the final work day, each group will present their poster to the rest of the class.


Directions:

Students in groups of four would have to work together to find four possible solutions to answer the driving question. The students would have to draw and color four pictures, one for each individual solution. Students would then be asked to write a sentence or two describing their solution. By the end of the work period for the second day, students would be asked to share their poster, created within their groups with the rest of the class. This will create a follow-up discussion where the class can see all the possible solutions to the driving question. An example of a possible, illustrated solution would be drawing students doing stretches at their desks in between class lessons.


  • Why do you think this is a good activity for PBL?

    This is a good PBL activity because it’s interactive and challenges the kids to be creative and think for themselves. Also, there are many different answers you can get for the 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)

  • How is the activity authentic?

    The activity is authentic, because it is providing the children with real-world examples for increasing physical activity in their daily routines for times other than recess at school. The children will be illustrating exercises that they themselves can do at home or at school.

  • Does the activity provide students with the opportunity to present and defend problem solution?

    Yes, the children are drawing the solutions  that they believe can increase their physical activity based on what they learned from the classroom discussion that follows the GoNoodle activity. The children can pick up possible solutions to the driving question from the GoNoodle activity, the discussion, or both. By working together as a team, they will be able to present and defend their problem solution.

  • Does the activity require student collaboration?

    Yes, the children will be working in groups. Although they each will be responsible for the illustration and sentences for one possible exercise displayed on their poster board, the students will need to collaborate in order to decide who will have what part, and to decide what their solutions to the driving question will be.

  • 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.

The assessment for the children’s understanding of the activity will be measured using observation as well as a detailed rubric. The rubric is included below. The instructors will be walking around the room to observe the children, providing guidance when needed, but also to make sure that the children are comprehending the material presented.


Rubric:

edited rubric.png




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