EDCP 420 Module 6: QPE

1. Module Checklist #6

Quality Physical Education

	YES	NO
MODULE SECTION: CREATE
Completed all required tasks in this section	X
Missing artifact(s):
MODULE SECTION: ADAPT
Completed all required tasks in this section	X
Missing artifact(s):
MODULE SECTION: ASSESS
Completed all required tasks in this section	X
Missing artifact(s):
MODULE SECTION: SHARE AND REFLECT
Completed all required tasks in this section	X
Missing artifact(s):
MODULE SECTION: PORTFOLIO
Uploaded all required documents/artifacts to the portfolio	X
Missing artifact(s):
Have you identified what you CREATED (artifacts) in this module connects to the module objectives?	X
Have you identified what you CREATED (artifacts) in this module connects to the course objectives?	X
How are your CREATED artifacts in this module connected to the previous modules and module objectives and overall course objectives?   Take time to make these connections.	Reflection:  Today's reflection for me would revolve around giving constructive feedback and breaking movements down into individual cues.  Focusing on one task or cue at a time, allows all students to work on one thing at a time and not be overwhelmed by too many components. Very much like chunking tasks in a classroom (which we do all the time), we need to do so with movement skills.  I also connected to the idea that we must make use of time. I am guilty of "talking" too much, and sometimes my students let me know it, which I like as it means they feel safe in doing so. I will definitely take the use of Instant Activities and implementing them as a way to warm-up and maximize time to set-up, gauge the classroom "temp" and see where the students are in the moment!

2. Quality Instant Activity

The activity covers the 4 key components of an IA:

1. Starts quickly!

2. Fun!

3. Developed for full inclusion!

4. Gradually increases in speed/intensity!

Instant Activity: Fundamental Movement Skills/Strategies

Animal Movements

Description: 

• Set up: have students enter a coned area outside or in the gym.
• Use ‘when before what language’ (e.g., “When I say go, everyone move around the open area like a turtle walking on a log”) 
• Create at least 10 more animal movements (see example below) 
• During the activity point out some examples where students use their imagination and move like the various animals.

Movements:

• Turtle walking on a log

• Snake slithering in the grass

• Duck waddling down the beach

• Crab scurrying to the ocean water

• Bear wandering the forest

• Frog hopping down the road

• Kangaroo jumping in a field

• Deer escaping a predator

• Hummingbird looking for food

• Cheetah chasing its prey

3. Quality Demonstration Video

Well, this was an interesting process! After a few takes and a lot of bug bites, we finally got it done!

I did notice when watching back, that I look at the camera briefly when I say "identify space" and then move to the target! I tried to get the three examples of doing and then a final cue...but, note to self, don't worry about the camera! I also decided to leave the ball out of this demonstration, and instead made the ball a progression in the lesson plan. 

4. Three Part Lesson Plan 

Note: The "Quality Demo Video" is also embedded in the lesson plan

The lesson plan I included works on a movement strategy instead of a movement concept. I would use this lesson after having completed other lessons in regards to movement concepts like throwing, tossing, and catching. The focus below is moving to space, which when used with the previously learned movement concepts, will help develop strategies in the culminating game!

Lesson Title: How Many Ways Do We Move?

Subject: PHE Theme: Fundamental Movement Strategy: Finding Space	Grade: 5		Total Time: 30 mins
BC PHE Big Ideas How does your lesson connect to the BC PHE Big Ideas for your grade level? List and explain. https://curriculum.gov.bc.ca/curriculum/physical-health-education  Daily physical activity enables us to practice skillful movement and helps us develop personal fitness.
Core Competencies Explain how you will incorporate the Core Competencies into your lesson? https://curriculum.gov.bc.ca/competencies:  Communication:  Students will build a set of abilities that people use to impart and exchange information, experiences, and ideas; to explore the world around them; and to understand and effectively use communication forms, strategies, and technologies. Through their communication, students acquire, develop and transform ideas and information, and make connections with others to share their ideas, express their individuality, further their learning, and get things done. The communication competency is fundamental to finding satisfaction, purpose and joy. Thinking:  Learn how to move successfully in space and cooperate in the games  These are used to process information from a variety of sources, including thoughts and feelings that arise from the subconscious and unconscious mind and from embodied cognition to create new understandings. Personal and Social: Respect each others personal space and ideas throughout the lesson  Personal and social competency encompasses what students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.
How will you embed First Peoples Principles of Learning into your lesson? Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Reflection at the end of what learners have learned from the activity Positive relationships with your peers will add to the learning experience Learning involved recognizing the consequences of one’s actions. Engaging in physical activity can lead to positive health benefits in the long run Awareness of others’ and yourself will make the learning experience safe Learning requires exploration of one’s identity Learning involves patience and time
Curricular Competencies For Grade 5:                                                 What students will be able to DO: Develop and apply a variety of movement concepts and strategies in different physical activities Develop and demonstrate safety, fair play, and leadership in physical activities Content For Grade 5: Students are expected to know the following: proper technique for fundamental movement skills: movement strategies: plans and/or ideas that will help a player or team successfully achieve a movement outcome or goal (e.g., moving into space away from an opponent to receive a pass) movement concepts for:  body awareness (e.g., parts of the body, weight transfer) spatial awareness (e.g., general spacing, directions, pathways) effort awareness (e.g., speed, force) relationships to/with others and object
I Can Statements (Objectives; lesson ques connecting to the developing activity and teaching cues below)  I can pass to a teammate (using my previously learned skills!) I can focus my eyes on a target I can turn my body to the target I can push off towards my target I can move to open space I can prepare to receive
How does your lesson connect to the Physical, Cognitive and Affective Domains (refer to pg. 27 of Physical Literacy: A guide for Educators booklet)   Physical:  Develop a diverse skill set across locomotor, non-locomotor movements. Engage in physical activities to develop understanding of a healthy lifestyle. Encourage purposeful play to develop physical competence. Awareness of one's own body, Balance, Agility, Coordination, Locomotion.      Cognitive:  Understand and reflect on your one movements and the movements of your peers. Read the environment and move with intelligence and creativity. Communicate thoughts, ideas and opinions with peers. Listen and actively participate, analyze, and evaluate my participation. Affective:  Engage in independent and/or co-operative activities while building positive relationships with peers. Move with confidence in a range of activities and environments. Motivate students to engage in physical activity through playing fun games. Be comfortable with your surroundings, peers, activities, and environment.  Interaction, cooperation, motivation, engagement.
How will you support students’ physical safety? Establish class rules and awareness of personal/others’ space. Be aware of surroundings sure the playing area and space is clear of equipment, clothing, water bottles, etc. Have clear protocols for starting and stopping (clearly defined signals), as well as inclusive grouping strategies.  How will you support students’ emotional safety? Positive verbal and non-verbal communication  Make sure activities are inclusive and use inclusive grouping strategies (toe-to-toe, squads, etc.) Provide student choice in activities; listening and engaging with the learners to hear their concerns in the lesson and adaptations and modifications for play Use language that supports equity, diversity and inclusion Incorporate the FPPL into lesson plans
What Prior knowledge and skills do students need for this lesson? (list) Positive verbal and non verbal communication Safety in the gym/Personal awareness Stop/Start Protocols Squad Groupings Fundamental Movement Skills - locomotor, non-locomotor, and manipulative skills		What equipment and resources do I need to deliver this lesson? (list)  Poly spots or Cones Pinnies Balls (Small and soft)
Cross Curricular Connections What other subjects areas in the BC curriculum can you connect this QPE lesson to?  Explain how you have made the connections.   Connections to physical and structural adaptations of animals.  Strategies that animals need and use to survive. Basic structures and functions of the body (physical exertion). Force effects including changing direction.
3 part lesson plan  Part 1: Quality Instant Activity: Move and freeze with an animal theme Description: Animal Theme  (Thanks for the help on this one, Steve!) Set up: have students enter a coned area outside or in the gym. Use ‘when before what language’ (e.g., “When I say go, everyone move around the open area like a turtle walking on a log”)  Create at least 10 more animal movements (see example below)  During the activity point out some examples where students use their imagination and move like the various animals Instant Activity: Fundamental Movement Skills/Strategies Turtle walking on a log Snake slithering in the grass Duck waddling down the beach Crab scurrying to the ocean water Bear wandering the forest Frog hopping down the road Kangaroo jumping in a field Deer escaping a predator Hummingbird looking for food Cheetah chasing its prey Part 2: Developing Activity  Description of Activity 1: Moving to a target In pairs, students use poly spots (in a square formation) to move to an open area Each student stands at one of the poly spots Students take turns identifying an open target (poly spot) and moving to open space.  Quality Demo: Teaching Cues:  Watch how I have my eye (identify) on open space (target area) Progressions: Add a ball and have the students pass first and then move to open space! Part 3: Culminating Activity/Game:  Description of Activity 2: 3 vs 3 End Zone Passing Tell the students their practice moving to a target/open space will allow them to further adapt 3 vs 3 End Zone Passing Game: Set up the gym into three game play areas using cones to mark the game areas Have one ball for each game and use a class protocol for deciding which team will start with the ball (use squads to create the 3 vs 3 games)  Challenge the students to use their knowledge of finding open space, to get the ball into the opposing teams’ end zone. Also use the movement skills (passing, tossing, receiving) practiced in previous lessons After each score, the defending team takes over in the end zone, attempting to score at the opposing end Give students 5-6 minutes in a game and then rotate squads (odds to switch courts) and continue games, complete 2-3 rotations.   Conclusion/ Check for Understanding: Gather the students and sit in a circle in the middle of the gym Discuss what was done in the lesson and any new learning Ask students to share what strategy they practiced and demonstrate for the class Ask if the students remembered and used the teaching cues during the culminating game What were the favourite parts of the lesson? Is there anything the students would like to add, that worked for them or made the game better
How will you group your students for maximum activity time?  Use established class protocols  Use start and stop signals (GO! - “Annnnd...stop”)  Begin with an instant activity Use when before what instrutions Toe-to-toe pairings for developing activity Use squads for culminating game   How will you transition between activities (instant, developing and culminating activities)? Use “Annnnnnd...stop” to freeze instant activity and come back to middle of gym Use quality demonstration video and get students transitioned to next activity Use the classroom protocols to transition quickly and maximize time in activities/games
Ways to adapt or modify physical activities to allow for full class participation? For activities that require movement on the ground, allow students in wheelchairs or physical disabilities to push with one hand or use hands to demonstrate action. Be open to a variety of ways to demonstrate movement. Consider replacement actions for jumping, hopping, and slithering.   Consider using poly spots instead of cones, so students in a wheelchair don’t run into or knock cones over.  When in squads, explore different options for passing, moving to space, and defending so all students can actively participate in the culminating game.

Assessment Tool:

	Extending Knowledge and skills related to the topic.	Applying Knowledge and skills related to topic.	Developing To develop knowledge and skills related to topic.	Beginning  To acquire knowledge and skills related to topic.
Ability to Demonstrate Movement Strategy
Ability to Listen and Follow Instructions
Ability to Cooperate with others

Teacher Self Reflection:

Act/Observe: Describe what happened in the lesson What Happened? ***You will leave this blank until you actually deliver the lesson.

Reflect What is the importance of what happened? So What? ***You will leave this blank until you actually deliver the lesson.

Revise Plan What do you plan to do next? Now What? ***You will leave this blank until you actually deliver the lesson.