Thursday, January 30, 2014

Fitness for Life...From the Grade 10 Perspective

I used to think fitness was optional, but now I think fitness is integral to my life...

I think fitness is the lifelong preservation of our bodies. We work with our bodies to understand them better and help ourselves have a healthier happier life. Fitness is something that we should live with lifelong because as we get older, our bodies find it harder to put in effort. If we take care of our bodies from an early age, then, when we get older, fitness would be a matter of adjusting to our effort level.

Fitness is like a bird trapped in a cage. If you keep it in, it is a meek creature, but once you let it go, it soars high into the sky, healthy and free.
http://cdnimg.visualizeus.com/thumbs/a7/bd/expressive,fantasy,people,lauren,me,free-a7bd48b8d8c4300af47deb214fadc407_h.jpg

Keeping our bodies fit lifelong is our responsibility. This is because our bodies work hard to accommodate our lifestyles, so we should train our bodies become stronger and make it easier to carry out daily tasks, such as breathing. Keeping our bodies fit lifelong is also a very easy matter. According to our daily tasks, we should adjust how hard we work out. We should also keep in mind that as we age, our maximum heart rates come down, so we should have workouts that help us reach our target heart rate, but not go over it.

Fitness is like medicine, you may not like it, but you will need it all your life.
http://www.publichealthagency.org/sites/default/files/directorates/images/nurse%20prescribing.jpg

This is why I think that one of the fitness articles I found online, about the Fitness Age Test, is very important. This is a test that helps us find out the age of our bodies. Scientists have conducted several tests and taken a lot data to make an online test that helps us determine the age of our bodies. The lesser our age, the better shape we are keeping our bodies in. I think this is an important step in lifelong fitness because it helps us see how well we are treating our bodies and helps us understand how to incorporate lifelong fitness into our lives so that we can keep our bodies “younger.”

Fitness for Life...NOW What About It?!

Blogging about our understandings on FITNESS

How would you create a blog post that demonstrates your shift in thinking? 

Using their responses to the  thinking routine3-2-1 Bridgestudents (and teachers) were challenged to create a blog post that described the essence of what they have learned about fitness. 

I wonder, how would you create the same blog post? What would you do to make your thinking visible in a meaningful way? 

Click on the images below to view their thinking!




Friday, January 24, 2014

Who am I as a LEARNER?

CSI: Color-Symbol-Image...distilling the essence of ideas non-verbally

Using the thinking routine, CSI (Color-Symbol-Image), students in my Grade 7 advisory described themselves as learners. They were asked to keep in mind the goals they wanted to achieve this school year and how this impacted their learning. Each student choose a color, symbol and image unique to their thinking and wrote a brief explanation as to what made them say that

I wonder, how do you see yourself as a learner?






Thursday, January 23, 2014

There is no I in TEAM!

Grade 6: Exploring our Enduring Understanding and Essential Questions for Team Building... 

Enduring Understanding
  • Your community is your life, so make it a good community!

Essential Questions
  • What is community?
  • How is community related to team sports and group activities?
  • What skills are needed in teamwork?
  • What is the difference between cooperation and collaboration?
  • How are the Graded Core Values being practiced and applied in team building?
  • What makes a good community and/or team?

Over the next few weeks in class, we will look more carefully at the skills involved in team building. You will have the opportunity to document your progress during this unit, as well as blog about your growth as a team player. Use the Team Building Progression Rubric to help guide your development throughout this unit.


In our first lesson, we will use the thinking routineChalk Talk, to uncover our prior knowledge and ideas about team building. Using our essential questions to help guide our thinking, consider the following...

I wonder what ideas come to mind when you consider your understanding of team building? I wonder what connections you can make to others' responses? I wonder what questions come up as you ponder what others have to say about team building? 







Can You DIG It?

Grade 7 and 8: Exploring our Enduring Understanding and Essential Questions for Volleyball... 

Enduring Understanding
  • Volleyball requires the application and coordination of skills necessary to contribute collaboratively in achieving a common goal
Essential Questions
  • What is volleyball?
  • What movement skills are needed to play volleyball successfully?
  • What are players' responsibilities?
  • How is organization needed in playing volleyball?
  • How can the skills and attitudes learned in volleyball be used in other sports and activities?

Over the next few weeks in class, we will look more carefully at the skills involved in participating successfully in volleyball. You will have the opportunity to document your progress during this unit, as well as blog about your growth as a player. Use the Volleyball Progression Rubric to help guide your development throughout this unit.


In our first lesson, we will use the thinking routine, Chalk Talk, to uncover our prior knowledge and ideas about volleyball. Using our essential questions to help guide our thinking, consider the following...

I wonder what ideas come to mind when you consider your understanding of volleyball? I wonder what connections you can make to others' responses? I wonder what questions come up as you ponder what others have to say about volleyball? 

Grade 7 Initial Chalk Talk





Grade 8 Initial Chalk Talk




Tuesday, January 21, 2014

I Believe...

I BELIEVE to be physical and health literate involves taking risks and being open-minded such that growth takes place within the physical and health education environment...

As we begin this new semester, let's revisit the first blog post, Physical and Health Literacy for Life! I wonder what are your thoughts on physical and health literacy? I wonder what does it mean to you? 

Watch the video from OPHEA and complete the following thinking routine as part of your comment to this post: 



Finally, what do you BELIEVE is a physical and health literate individual? Share your thinking in your comment.

Monday, January 20, 2014

Fitness for Life...So What About It??

Grade 10 uncovers their understandings about FITNESS

Students were asked to uncover their thoughts and ideas about fitness by performing the thinking routine, 3-2-1 Bridge. The purpose of this thinking routine is for students to connect their initial understandings to new thinking after they have learned some information. When new information is gained, bridges are built that connect new ideas to prior understanding. This in turn empowers students to understand and connect their own thinking.

Throughout this process, students were asked to keep in mind our Enduring Understanding and Essential Questions for fitness:

Enduring Understanding
  • People’s decisions and actions affect their level of fitness, and in turn, influences their health
Essential Questions
  • What is fitness?
  • How can you maintain physical activity for lifelong health?
  • What is our responsibility regarding our fitness and health?

The following examples demonstrate how students' understanding about fitness has developed over time. After the initial 3-2-1 Bridge, students connected their understanding of a fitness-related article of interest to our essential questions for this unit. Based on the information they have gained, students performed another 3-2-1 Bridge.

Student 1: 3-2-1 Bridge - Initial Responses
1. What are 3 WORDS that you connect to fitness?
  • cardiovascular endurance, heart rate and FIT (Frequency, Intensity, Time)
2. What are 2 QUESTIONS regarding fitness are you pondering?
  • How can one increase their level of endurance?
  • How does one tailor a fitness program that targets all the muscles and their strengthening?
3. Write a METAPHOR or SIMILE describing fitness.
  • Fitness is like a bird trapped in a cage. If you keep it in, it is a meek creature, but once you let it go, it soars into the sky, healthy and free.

Student 1: 3-2-1 Bridge - New Responses
1. What are 3 WORDS that you connect to fitness?
  • health, endurance, FIT
2. What are 2 QUESTIONS regarding fitness are you pondering?
  • How do we increase our level of fitness so we can keep our body at it's youngest possible age throughout our life?
  • What are some ways we can do fitness which do not involve the conventional form of exercise (something for when one gets older or injured)?
3. Write a METAPHOR or SIMILE describing fitness.
  • Fitness is like medicine, you may not like it, but you will need it all your life.
4. BRIDGE - complete the sentence starter: I used to think fitness was ... , but now I think fitness is ... .
  • I used to think fitness was optional, but now I think fitness is integral to my life.

Student 2: 3-2-1 Bridge - Initial Responses
1. What are 3 WORDS that you connect to fitness?
  • lifestyle, healthy, sport
2. What are 2 QUESTIONS regarding fitness are you pondering?
  • Does fitness help keep a constant weight?
  • Does fitness help you live longer?
3. Write a METAPHOR or SIMILE describing fitness.
  • Fitness is freedom to be able to do anything you want with your body.

Student 2: 3-2-1 Bridge - New Responses
1. What are 3 WORDS that you connect to fitness?
  • exercise, routine, body image
2. What are 2 QUESTIONS regarding fitness are you pondering?
  • Should the amount of working out you do change as you grow older?
  • How important is diet if you work out regularly?
3. Write a METAPHOR or SIMILE describing fitness.
  • Fitness is balance in your life.
4. BRIDGE - complete the sentence starter: I used to think fitness was ... , but now I think fitness is ... .
  • I used to think fitness was just exercise and being slim and muscled, but now I think fitness is knowing your body and its limits and knowing how to work it to improve its skills.

I wonder if the shift in these students' thinking is visible? I wonder in what ways their new responses show growth in their understanding about fitness?

Final thoughts...
Learning experiences that challenge and push our students' thinking in new directions set the stage for greater appreciation of multiple perspectives. Sharing their initial and new thinking with each other further emphasizes this point; thus, students' ability to articulate and explain the shift in their thinking strengthens.