miércoles, 27 de abril de 2022

BRITISH TRADITIONAL GAMES

Shared by Silvia García:

The cross curricular project for 3ºESO that I have created involves Physical Education, Music, Arts and Crafts, Technology and English Physical Education In PE we are going to do a British traditional games didactic unit. To do it our students will work in groups so they will be in charge of learning specially about one of the games so they will be able to explain it later to their classmates and also, they will work on the creation of the materials together. We will play different games these are some examples: 

- Ringing the bull


- Jumping the rope (skipping rope) singing songs such as: o Robin Hood o Teddy Bear o Jump With Me o Bumper Car 

- Skittles:
https://www.tradgames.org.uk/games/Skittles.htm → great website to know more about the game. 


- Toad in the hole


Technology and Arts and Crafts 

In order to play different games, we need to create the specific materials that we are going to need in Technology, and they will decorate them in Arts and Crafts. They can learn how people from other countries do their own materials to play these games, they can also learn how they decorate them and the techniques they use to do it. 

Music 

They will also learn songs in Music so they will be able to sing them while doing different activities such as jumping the rope. They will learn where from are these songs, and how important they are for people’s culture. 

English

They can learn about the British culture and the places where they play these games, also about the time of the year that they play them, etc. They can also learn about similarities with Spanish traditional games and specific vocabulary that they will need to play. 

They will play the games when everything will be finish. They will enjoy their own creations and also the high school will earn more materials for the PE area because we can ask our students to give us their creations after the unit so more students can enjoy and learn about British games.

DIET AND ENERGY SOURCES

 

Shared by Silvia García:

Sometimes I find it easier to explain some contents that we are going to see in our classes by making them watch a video on their own. So for this flipped classroom activity they have to watch this video on the internet and answer some questions after. We will treat this contents in class later. I like to use this kind of content for the 3rd grade. You can see in the next page the activity that I give to my students through google teams so they can learn more about nutrition, diet, macronutrients, etc.

DIET AND ENERGY SOURCES 
First of all, please answer these two questions before you watch the video. 

A. BEFORE WATCHING THE VIDEO 

1. What do you think "balanced diet" means? 
2. What does your body use for energy?



Watch this video about diet and energy sources. Pay attention because after you watch it you must answer some questions. 
                     https://www.youtube.com/watch?v=g99HsEihogg


B. AFTER WATCHING THE VIDEO: 

1. Name all the macronutrients 
2. What is the main role for carbohydrates? 
3. What kind of nutrients provide fibre? 
4. What nutrient can be easily stored in our body? 
5. What nutrient is important for athletes’ recovery? 
6. Who needs to consume more calories adults or teenagers? 
7. Who needs to consume generally more calories men or women? 
8. Which foods are sources of carbohydrates? Write at least 5 examples 
9. Which foods are sources of proteins? Write at least 5 examples 
10. Which foods are sources of fats? Write at least 5 examples
11. What happens when we consume more calories than the body uses? 
12. How can we keep track of the energy that we consume? 
13. What kind of nutrients will need a rugby player after a match? Why? 
14. Could you tell me what kind of nutrient is important to consume when doing exercise during a hot summer afternoon? 

Write in your own words the importance of a balance diet. 



Write in at least 5 sentences a conclusion for the video you have just watched. 




Good job! Now, don’t forget to send your answers back to me! 


CROSS CURRICULAR PROYECT: “Not only the Pisuerga river runs through Valladolid”



Shared by César García:

Think of and explain a cross curricular project or activity that involves Physical Education and other subject(s).

Now go the Forum of this module and briefly explain your task to your course partners.

This is not easy, but it’s one of the CLIL keys. You work with other teacher like a team, and your experiences cross the boundaries of your subject and create new knowledge with much more meaning.

 

CROSS CURRICULAR PROYECT: “Not only the Pisuerga river runs through Valladolid”

 

This project will be carried out from English, Music, Religion and Physical Education subjects.

The development of the activities is the following:


From the Music subject will work….

 Musical language will be used as a channel for the discovery and resolution of some clues. The students visit and observe the work of a tourist guide who works in the center of the city of Valladolid to create in them a motivation and a reflection about which route they can create.

Lates, in cooperative groups, they will think about which tourist points they would like to include in the route and once everything has been put together, each group will specialize in the search for information on the specific point of the route that they have decided on.

Finally, once the information to be presented about the specific point of interest has been selected, the students will create a QR code, where all the information created can be deciphered through a mobile.

 

From the Religion subject will work…

Discover the signs of religious culture that have forged the history and identity of this city.

Different places of religious interest will be motivated for their inclusion in the route that they are designing.

 

From the Physical Education subject will work…

Map orientation will be worked on to find QR codes.

Once the QR codes of the places to be visited are generated, an orientation activity will be carried out working on the tracking signals, as well as map orientation. For this, each class will place the QR codes in the corresponding places.

After that, each class must follow the route that the other classes have prepared for them. They will carry it out through the reading of a map, where they must work cooperatively reading the map and thus make the decision of the path to follow.

Students must adapt the intensity/speed of the route by controlling their heart rate and must adapt to the previously indicated. They must calculate the distance between the points of the route. Subsequently, they will calculate how many kcal a person spends when carrying out the chosen route based on the average HR.

During the route, students must take photos with the mobile of each emblematic point of the route to make the video. Once the route has been completed, and having worked from the English subject, the students will use TICs to edit the final video.

   • From the English subject will work…

The English language will be used as a means to transmit the final product with greater social projection.

The students will work “WRITING A DESCRIPTION OF MY CITY: PLACES TO VISIT AND LANDMARKS”

Students will present a draft with a script and the expressions used in English to describe a city and its points of interest. A vocabulary list is provided with the names of places of tourist interest and the most common adjectives that describe them. Individually, students write sentences about their city using these expressions and the vocabulary provided. In cooperative teams write the best possible script for the team presentation.

In this work I attach a photo of the product of the project, the brochure that the students made to later do the orientation in Physical Education class



QUICK GUIDE FOR A HEALTHY LIFESTYLE

 


QUICK GUIDE FOR A HEALTHY LIFESTYLE

This cross curricular project involves PE, math, English, ITC and Spanish. It cannot be developed until almost the end of the school year and requires coordination among teachers, mainly the PE and ITC. The students will need to use different tools that they learnt how to use during all year long.

The purpose is to elaborate a quick guide of the healthy lifestyle in a poster format.

The students will work in four groups during the entire project because each one will be specialized in a field: physical activity, eating habits, postural hygiene and rest, harmful habits

 

Activity 1:

Search the information.

Each group must explain, not only name, 10 specific actions that people can carry out to keep a healthy lifestyle.

That information must be handed out as a text document (Word) fulfilling the format requirements specified by the ITC teacher (font, paragraph, page number, headings, footnotes…), it must include a table as well and the references.

 

Activity 2:

Educational community survey.

Using google forms, each group has to develop a 10 questions survey related to their field. After that, one person of each group gather together with the one of the other groups to select 12 questions in total to prepare the final survey that will be shared later through the school platform to all the families, students, teachers and PAS. This survey is done in Spanish.

They have to decide which type of answers they want to get to think carefully about how to make the questions.

After that, using Excel, they continue with the data processing. Again, each group, writes down the conclusions of the survey.

 

Activity 3:

Poster recommendations.

The students must make a poster using the data collected with the survey and its results, highlighting those habits or routines that the community should improve to follow a healthy lifestyle.

The final poster will have two versions, English and Spanish, because they will be shared on the social media and showed on the noticeboard of the school.

The poster’s design will be done with Canva. It is a tool that allows collaborative work, so different students can work at the same time on the same poster.

The submission of the poster, must be done by the leader of the group by email, including the PE, ITC and Spanish teachers, and in two formats PDF and JPEG.


High jump and long jump assessment

 Shared by Sara Fernández:

I use this activity with students of 4º ESO, to do a peer-to-peer assessment either with high jump or long jump. I use both activities inside de didactic unit of Athletics.

In addition to the specific equipment, the students need a mobile phone or a tablet. In my case, I use the school tablets.

The students receive the cards and tablets, they must read the QR codes of the first slide, where they can find the information about the right technique. They can practice the jump as many times as they need, focusing each attempt in one or two aspects of the “ideal jump”.

The teacher is always giving feedback, they do not work by themselves during all the lesson.

On the rubric, they have to write down the height and mark (10, 6 or 3) the phases of the jump.

In addition to that, the second part of this activity is related to the cognitive aspect of the discipline. In this case, the QR code leads them to an article in Spanish. There are two reasons. First, my school is line 1, so we have bilingual and non-bilingual students in the same class. On the other hand, I understand that using English 100% of the lesson’s time could be really challenging for them, so time to time I use the combination of both languages.







JUMP ROPE UNIT

 

Shared by Sara Fernández: 

This organization is proposed to be carried out throughout the teaching unit. At the end of the unit, students must be able to perform different jump rope skills and tricks, individually and in pairs, in short rope, long rope and double dutch (two ropes).

Firstly, the teacher must present the students the cards they will work with throughout the unit. They contain the explanation of the exercise to be carried out, with the steps to follow and some tips they have to pay attention to. In addition, it specifies the tricks that they must previously control to achieve the one they are in.

In this case, I have 25 students, so I begin making groups of 5 people. Each group is going to work out in one trick, so at the end of this phase, there will be 5 students capable to do one trick and 5 five different tricks.

The teacher hands out one card to each group, so the have a few minutes to analyse it and practice the skill. After 6 or 7 minutes each group is ready to teach the others that skill.

Now we have to reorganise the groups again. One person from each group will be a member of a new one. Therefore, in each group there are the five tricks that they must teach to each other. They can always use the card to help themselves, not to show it to their classmates and leave them free to practise. They can also request some help from a person of the previous group.

The same dynamic can be repeated with the skills and tricks they can make in pairs or small groups.

Self assessment:

I carried out this activity with students of 4º ESO. It is great to see them teaching their classmates and even trying to do tricks together without asking them for it.

A good planification is essential. Number of lessons, number of tricks you want the students to learn, how many tricks can they learn each lesson. I, as a teacher, cannot give them 4 or 5 tricks to do during the class and forget until the bell rings. The teacher needs to check continuously their achievements, because this activity is like an engine, if a piece fails (group) the rest of the class cannot continue.

The most important consideration I think, it to have the groups organization very clear, so you can organize easier the class and the students understand better. The next time I carry out the activity, I guess I have to name the groups not with numbers, because the tricks also have numbers, so I is confusing for them.

For future attempts, I think I would use a big stopwatch, to improve the organization of each step. Making the working time visible for everyone I think will help the groups to be more productive and effective. That is one of the things that did not go as I expected. Some groups got distracted easily, so they were not ready to move to the next step when others did.

miércoles, 20 de abril de 2022

Paralympic videos for the P.E. classroom

 Shared by David Morán:

 I use the videos of the youtube channel "Paralympic games", in which you can find videos explaining differents paralympics sports with subtitles in english, helping students to undertand the speaker. 

In the same way, olympic channel is used with the same purpose, overall the list "Anatomy of an olympian"

These videos show how well prepared  olympians are and how they have to work. However, it is only the surface of their world and it is a little made up, but usually shock the students, though.

Paralympic games channel: https://www.youtube.com/c/paralympics




Paralympic sports from letter A to letter Z (It´s metaphorical): 


Olympics channel: https://www.youtube.com/c/Olympics



Anatomy of an olympian:


https://www.youtube.com/watch?v=HF_werRlNW8&list=PL-292yfpAFGZYGk_5NE5Dtg1w4e2AQ8eN&ab_channel=Olympics

BRITISH TRADITIONAL GAMES

Shared by Silvia García: The cross curricular project for 3ºESO that I have created involves Physical Education, Music, Arts and Crafts, Tec...