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.

4 comments:

  1. I think the shift in these students’ thinking is visible. In both cases, at first the students interpreted fitness only in the physical way, both thought it was simply doing exercise and that it wasn’t something very important. However, in the end, both students connected fitness to being healthy and balanced, they realized it wasn’t only physical but also mental. Furthermore, both realized fitness is something important that is to be kept throughout your whole life. The first student went from thinking it was optional, to realizing it was vital to everyday life. The second student went from connecting fitness simply to physical activity, to connecting it with body image, which shows an understanding of the emotional side of fitness.

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    1. Great observations Sofia. I love the shift in thinking with respect to the initial and final analogies. The final analogy demonstrate the importance of fitness in terms of lifelong health and balance...fitness is more than just exercising, it's the choices one makes to improve one's health and well-being over time.

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  2. Fitness is a lifestyle in which you are conscious about your health and you treat your body well through exercise and healthy eating. If you exercise at least 3 times per week your body will become accustomed to that and you will lead a healthier life overall. Once the habit is formed, you might even feel like you need to exercise to be ready for the day. No one is going to take care of your body for you for your whole life so you are responsible for making sure that you are leading a lifestyle which you feel good with and will keep you healthy.

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    1. Great Daniela! I wonder, what steps are you taking to ensure you are fit for life? Just like you said, you are responsible for making appropriate decisions regarding your health.

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