EDFE 3200 – Content Into Practice

Andrea Thykootathil

Unit Plan & Reflection:

Health & Physical Education x Mathematics

Linda Vu, Trevor Feyck, Tony Mac, Kati Fester

Unit Plan

Grade 7
Main subject: Health & Physical Education
Cross-curriculum: Mathematics

Overall Expectations (Big Ideas, Enduring Understandings, etc.)

Physical Education

B1. Perform movement skills, demonstrating an understanding of the basic requirements

of the skills and applying movement concepts as appropriate, as they engage in a variety
of physical activities;

B2. Apply movement strategies appropriately, demonstrating an understanding of the

components of a variety of physical activities, in order to enhance their ability to
participate successfully in those activities

Mathematics

Patterning and Algebra:

Represent linear growing patterns (where the terms are whole numbers) using concrete
materials, graphs, and algebraic expressions;

Model real-life linear relationships graphically and algebraically, and solve simple
algebraic equations using a variety of strategies, including inspection and guess and check.

Data Management and Probability:

Collect and organize categorical, discrete, or continuous primary data and secondary data
and display the data using charts and graphs, including relative frequency tables and circle
graphs;

Make and evaluate convincing arguments, based on the analysis of data;

Compare experimental probabilities with the theoretical probability of an outcome

involving two independent events.
Learning Task #1
Expectations Learning Goals

B1.1 Perform smooth transfers of weight  Students will explore and investigate
and rotations, in relation to others and various target game stations (what is
equipment, in a variety of situations the purpose/goal of target games?)
involving static and dynamic balance

B2.2 Describe and compare different

categories of physical activities*

Activities

Materials: Rubber balls (or tennis balls), bean bags, various targets (bottles, pins, pylons,
target cut-outs, etc.)

MINDS ON (~ 10mins)

Various target stations will be set up before the class arrives to the gymnasium
o Ie. Bottles (various sizes) at separate stations (small, medium, and large bottle
stations)
o Target cut-outs placed on walls (various sizes)
o Tape to mark the different distances between target and student

Have students explore the gym and the various stations set up before beginning the activity
o Guiding Question: What differences do you notice from each station?
(Materials – balls and targets)

Discuss as a group…
o Which target stations they (students) believe are the ‘easiest’ and
‘hardest’ to hit/knock down with accuracy
o Have students explain and justify their reasoning behind their choices

ACTION (~ 40mins)

Procedure (steps):
 Divide the class into groups of 4 (depending on size of the overall classroom)
 Each group will then take turns at each station within a given time limit
 Groups will practice/attempt to hit the targets at their stations
 Groups will take turns through each station (experimenting and exploring each
different target station)
*NOTE: Have students determine the distance, width of stance, passing technique on
their own.
 Periodically check up on each student/group to discuss and observe progress (what
their thinking and understanding of target games and what skills/techniques they
have chose to use)

CONSOLIDATION (~ 10mins)

Exit Card: What were the variables that you had to consider when playing/testing each
station?
o What made it easier or harder to hit/knock down the target(s)?
o What adjustments/modifications would you make to your technique
to increase your accuracy in hitting/knocking down the target(s)?

Assessments:

For learning - Discussion with each group/student throughout the activity

- This will provide insight for the teacher to adjust/modify
(if necessary) the following learning tasks (activities) à
Accommodations/modifications

Of learning – Exit cards will provide students an opportunity to explain and provide
reasoning for each of their answers (What did they discover throughout the activity?)

As learning - Observations/Anecdotal Notes

- Self-assessment on how successful they (students) were in hitting the
targets accurately

Insights and Rationale (Learning Task#1)

● Various target balls (bottles, pins, pylons, target cut-outs, etc.) are provided to
accommodate students who prefer different levels of difficulties
● Students are divided into groups to accommodate for individual learning and group
learning. Groupings of different skilled level students will allow for peer support
and equity and fairness in skill execution
● This task addresses the instructional strategy of think-pair-share where students are
asked to explore and observe stations on their own and inquire independently on the
similarities and differences between each stations
○ Students are thereafter paired into groups to discuss and share their
independent observations and inferences
● This first learning task is introduced solely to allow students to inquire and garner
analytical skills from observing the activities available for participation. It allows
an insight into what they will be doing and how they will be carrying out their plans
 ● For this task, opportunities for student voice are given to students throughout the
minds on, action and consolidation part
○ Opportunity for teacher to gain insight into student understanding and
thinking, as well as student reasoning
● Students are only given an objective and not given step by step instructions on
‘how’ to carry out the task
○ This allows for flexibility, fluidity and student-oriented learning, as well as
gives students space for trial and error

Learning Task #2
Expectations Learning Goals

B1.2 Perform a wide variety of  Students will be able to apply the skills
locomotor movements, with and without and techniques in passing/rolling a ball
equipment, while responding to a towards a target(s)
variety of external stimuli  Students will be able to adjust and
modify their technique in order to
B1.3 Send, receive, and retain a variety accurately hit/knock down a target(s)
of objects, while taking into account
their position and motion in relation to
others, equipment, and boundaries,
while applying basic principles of
movement*

B1.4 Demonstrate an understanding of

the phases of movement (i.e.,
preparation, execution, follow-
through), and apply this understanding
to the refinement of movement skills as
they participate in a variety of physical
activities

Activities

Learning proper technique to pass/roll a ball towards a target(s)

Materials: Rubber balls (or tennis balls), various targets (bottles, pins, pylons, target cut-
outs, etc.)

MINDS ON (~ 20mins)

Demonstration (class discussion):

 Ask for student volunteers to participate in a demonstration for the classroom
 to observe
 Volunteers will demonstrate their technique in hitting/knocking down a target
 After a few trials – have the class provide feedback for each volunteer (what
worked and/or did not work…what could they have done differently to
increase their accuracy?)

 Following the feedback-discussion session, the teacher will now demonstrate

the skills that will help improve accuracy in hitting the target

How to do it?
 Explain to students that they should consider where their arm and body is
positioned in relation to their partner and the bench target

Steps for students to consider when rolling the ball towards the target:
 Position body and throwing arm towards the target - stand up straight with the
ball at a comfortable level (between chest and chin)
 Extend throwing (dominant) arm all the way back
 In a simultaneous motion, step forward with the opposite leg of your throwing
arm while swinging your arm forward and release the ball
 The passing/throwing hand when releasing the ball should be below knee
level so that the ball is rolling and not bouncing upon release to increase
accuracy (if the target is on ground level)
 Students should also be reminded to ‘follow-through’ with their technique as
they release the ball aiming for the target

ACTION (~ 30mins)

Materials: Rubber balls (or tennis balls), bean bags, plastic cups, small pylons, and/or
other physical targets that all students may use

 Each student or group will be given a ball(s) and targets that they can set up on
their own within a space around the gym (away from other students/groups)
 Independently or in groups, students will practice hitting/knocking target(s) by
applying and utilizing the skills that were demonstrated and taught to them

*NOTE: Periodically keep notes of the observations of each student/group as they

practice utilizing these skills in action…
 Are they applying the skills demonstrated?
 How have they adjusted/modify their learning and understanding of hitting a
target?

CONSOLIDATION (~ 10mins)

Exit Card: What are the techniques that you should consider when attempting to hit a
target with a ball?
  How has these tips, adjustments, and modifications in your technique(s)
helped you in improving your accuracy?

Assessments:

For learning - Demonstration and class discussion (reflection)

Of learning – Checklist (from observations) and exit card will provide information on
student knowledge and understanding (ability to demonstrate and apply the skills they
have acquired)

As learning – Self and peer assessment during class discussion and demonstration (groups
are also encouraged to help each other out – providing constructive criticism and
feedback)

Insights and Rationale (Learning Task #2)

● Students in need of accommodations will be consulted before the task takes place
using cooperative lesson planning in order for the activity to remain inclusive.
● This provides differentiated instruction for students of all different needs as well.
● The activities do not require students to bring their own materials and gives them
the opportunity to give personal feedback about the activity and their own progress.
● The activities also provide student led inquiry and discovery for students to learn at
their own pace and through teamwork.
● Discussion and exit cards allow student voice during the activity and provides us
with the opportunity to make improvements based on feedback.
● The students are also able to build on a their current skill level by learning the
proper technique for performing the skill.
Learning Task #3
Expectations Learning Goals

 Collect and organize discrete or Students will be able to…

continuous primary data and  Generate relevant questions that can
secondary data (e.g., electronic be answered through the data
data from websites such as E- collection and constructed charts,
Stat or Census At Schools) and tables, graphs and maps
display the data in charts, tables,  Collect relevant data and organize
and graphs (including continuous their data appropriately to show results
line graphs) that have  Display their collected data in charts,
appropriate titles, labels (e.g., tables, graphs or maps
appropriate units marked on the
axes), and scales (e.g., with
appropriate increments) that suit
the range and distribution of the
data, using a variety of tools
(e.g., graph paper, spreadsheets,
dynamic statistical software);

Activities

MINDS ON (~ 20mins)

 Discuss with students ideas they have about data collection and organization
 Students discuss where information comes from Newspapers, the Internet, TV,
friends, and family.
 Then think of ways data is collected as a way of introducing the topic of data
management and collecting information.
 After student brainstorm ideas about where they receive information they will then
talk about how the information can be presented.
Ex. Tally charts, bar graphs, circles graphs, and pictographs.
Once students have brainstormed their ideas of how they receive and read information…
o Discuss the difference between a frequency and a tally chart and the difference
between primary and secondary data.

ACTION (~ 20mins)

Materials: Rubber balls (or tennis balls), bean bags, plastic cups, small pylons, and/or
other physical targets that all students may use

In groups of four…
 Choose one of the ‘pre-set’ target stations to play at
 Collect data on how many times each member of your group is able to knock down
the targets
  This can include…
o How many times each member hits the target(s)
o Which target was most often hit… least hit?
o How many times did each member miss a target

CONSOLIDATION

Class Discussion
o What data students were able to collect and how did they choose to represent it.
o Provide explanations and reasoning behind choice(s) of data collection and
representation
o What makes your choice effective in representing your results?
· Students are also encourage to provide self and peer feedback throughout discussion

Assessments:

For learning - Working as a group to collect data throughout the activity

Of learning - Data collection and organization represented on paper and/or chart(s)

As learning - Self and peer working together to answer the questions they were asked

Insights and Rationale (Learning Task #3)

 While students play the game they will be able to collect and organize categorical
discrete or continuous primary data
 Compare experimental probabilities with the theoretical probability of an outcome
involving two independent events
 Collect data by conducting an experiment to do with themselves and record
observations and measurements
 Data collection and representation will provide students an opportunity to analyze
their results visually
 This activity provides students an opportunity to create their own form of data
representation for learning and understanding
 Students are able to evaluate each other’s successes and failures from the hits and
misses
Learning Task #4
Expectations Learning Goals

 Select an appropriate type of Students will be able to…

graph to represent a set of data,
graph the data using technology,
and justify the choice of graph
(i.e., from types of graphs
already studied, such as
pictographs, horizontal or
vertical bar graphs, stem-and-
leaf plots, double bar graphs,
broken-line graphs, and
continuous line graphs);
 Create a graph using the data collected
 Choose an appropriate graph for the
purpose
 Share graphs with the class and
discuss what data we can gather from
them
 Be able to explain their graphs and
justify their answers

Activities

MINDS ON

Review graphs (various forms of graphs – bar, line, etc.)

 Provide examples of each graph for visualization
o Teacher may provide examples of graphs, charts and tables on different
probability topics such a (heads vs. tails, horse racing, car sales) to
familiarize students on their mathematical skills and knowledge on graphing
and organizing data

Guiding Questions
● What do you see? What can you conclude from the graphs presented in front of
you?
● How can you explain your inferences and conclusions?
● What do you not understand about the graph? Why are graphs and charts
important to us?

ACTION

Materials: Different coloured markers, chart paper, rulers

 Have students create their own graphs based on the data that they collected in the
previous learning task
o Students will create graphs on chart paper independently or in groups using
different coloured markers
 Students will be asked to create different types of graphs, charts and tables to
diversify their knowledge on graphing and explore different options/modes to
displaying their results and data
CONSOLIDATION

 Share graphs with the class

o Students should discuss (provide explanations and reasoning) on why they
chose their particular graph form to represent their data
o What makes it effective for others to understand?
o How is it organized?
o Peer-assessment (feedback) should be encouraged
o Identify biases in data collection methods - how reliable are your results?

 Each student/groups will be asked to interpret, display, graph, and draw

conclusions from primary data

Assessments:

For learning - While making the graph, observe if they are using graphs for data collected

Of learning - Final graph is created correctly (title, labels, and scale)

As learning - Ability to answer questions with regards to their graphs (data collection,
organization, and representation)

Insights and Rationale (Learning Task #4)

 Graphing data collected from target game activities will help students visualize
(compare) results for self and peer assessments (what areas need improvement –
why?)
 Sharing the graphs with the class will promote an inquiry-based learning
environment where students can both provide feedback (peer-assessment) and
inquire on various graphing elements that their peers created and incorporated
 Select an appropriate type of graph to represent a set of data justifying the type of
graph
 Graphs provides students an opportunity to visualize, read, identify and draw
conclusions from that data that the graph represents
 Identify, analyze and describe trends amongst independently, group, and whole
classroom (Were there any similarities between each student/groups?)
 Make inferences and convincing arguments based on the analysis of the graph will
support students development in areas of communication and language
 Different coloured markers are given to observe the participation levels of each
students (as each student will be given different coloured markers to create their
graphs)
Learning Task #5 - Culminating Activity
Expectations Learning Goals

B2.1 Demonstrate an understanding of the Skill application (Technical & Tactile)

components of a range of physical
activities
B2.2 Describe and compare different
categories of physical activities* (e.g.,
individual, target, net/ wall,
striking/fielding, territory), and describe
strategies that they found effective while
participating in a variety of physical
activities in different categories
B2.3 Apply a variety of tactical solutions
to increase chances of success as they
participate in physical activities
Students will be able to...
 Apply their prior knowledge and
understanding of target games in the
culminating activity
 Demonstrate and apply the proper
skills and techniques learnt from
Learning Task #2
 Work together in groups to satisfy
objectives and goals presented in the
learning task (communication)
 Create rules and summaries for their
target games for others to experiment
and test

Activities

Materials: Tennis ball(s), bean bags, targets - ie. Pylons, target cutouts, bottles, etc.

MINDS ON (~ 20mins)

In preparation for the culminating activity, students will be exposed to a short video
demonstrating the different types of self-made target activities other students have created

Video: <https://www.youtube.com/watch?v=pJpC-fgVic4>

● This video will spark students’ minds in generating their own ideas to create their
own target games through the exposure to a variety of materials, designs, and levels
of difficulties
● Students will also be provided pencil and paper to record any ideas that may
provoked during the video viewing
*NOTE: Students do not necessarily have to utilize the games shown in the video - rather
use the video as a guidance/inspiration for their own target games

Guiding Questions
● What kind of materials and target games in the video interested you? What did you
like and did not like?
● How would you change some of the activities in the video?
● Were there any familiar activities you saw that you have seen before?
 ACTION (~ 30 mins)

Create Your Own Target Game!

 This activity may be done in pairs or groups of 4 students
 Each pair or group will be given materials to create their own target game
 The objective of the activity is for students to design their own target game
and play (test) it within their groups
 Each game designed should be based on this criterion…
o Hit/knock down as many target(s) as possible from various
distances as a team to be successful
 Have students write-up a brief summary (game rules) of their target game
for the following class to post at their station for other groups to view when
circulating through
 Each student will get a chance per cycle in their groups to attempt to
hit/knock down as many target(s) in the game they created by utilizing and
applying the skills they discovered in ‘Learning Task #1’ and what they
were taught in the
 Students will continue to take turns depending on the remaining target(s)
left, rotating back and forth between the each other

CONSOLIDATION (~10mins)

Class discussion
 How did you design/construct your target game?
 What were some of the challenges that you encountered?
Exit Card: Refine and add final touches to your target game (rules and summary
of the game)

Assessments:

For learning - Observations of the student’s participation in the target game design and
testing
- Group discussion

Of learning - Observations (demonstration of skills and understanding at each station)

- Checklist (design of target game – rules, participation, and skills
application)

As learning - Self and peer assessment

- Students will be asked to provide feedback (pros and cons) of the various
target games designed by their peers.
Insights and Rationale (Learning Task #6)

 Students are to recall/recollect their previous learning on target games for this
activity
 The opportunities to create their own target games will hook them into the
activity by stimulating critical thinking and engagement
 Students are provided with various target stations that they have created this
time unlike the first learning task where they will be able to apply what they
learnt from Learning tasks #1 and #2
 This activity allows students to analyze various ways in which they can design
their own target games from previous experiences (what are the rules of the
game?) Project-based learning
 Students will evaluate their own target game through trial and error (self
assessment)
 Differentiated instruction by providing the opportunity for students to create
their own target game designs based on their learning and understanding
experiences throughout the unit (learning tasks)
 Providing students an opportunity to create their own target game will allow
them to modify and adjust the game to accommodate their needs
 Video will accommodate visual learners to envisioning their ideas and provide
visual learners a better way of understanding what target games encompasses
 Students will be provided pencil and paper to record their ideas during the
video viewing to accommodate for those who are not visual learners and work
better with writing their ideas out

Learning Task #6 - Culminating Activity Part 2

Expectations Learning Goals

B1.3 Send, receive, and retain a variety
of objects, while taking into account
their position and motion in relation to
others, equipment, and boundaries,
while applying basic principles of
movement*
B2.1 demonstrate an understanding of
the components of a range of physical
activities (e.g., movement skills, game
structures, basic rules and guidelines,
conventions of fair play and etiquette),
and apply this understanding as they
 Students will explore and investigate
various target game stations (what is
the purpose/goal of target games?)
 Students will be able to demonstrate
and apply the proper skills and
techniques learnt from Learning Task
#2
Students will be able analyze and re-evaluate
their target game design/structure through self
and peer assessment
 participate in a variety of physical
activities in indoor and outdoor
environments

Activities

Materials: Rubber balls (or tennis balls), various targets (bottles, pins, pylons, target cut-
outs, etc.)

MINDS ON (~ 10mins)

 Students will collect the materials required to construct/set-up their target game
within a given space in the gym
 Students will post (on the wall) of their target game summary/rules
 Each individual target game will be game stations similar to Learning Task #1

ACTION (~ 40mins)

Procedure (steps):
 In groups, students will now have the opportunity to play (experiment/test) each
other’s target games
 Groups will circulate between each target games designed by fellow classmates
every

~ 5mins minutes (this short time limit keeps students physically moving and engaged
with activities)

Data collection:
Have all students track/record the results of their game(s)…
o What target station they were testing (designed by...)
o # Of times students were able to knock down targets
o # Of times students missed
 What distance (if any) was set by the group’s target game rules

CONSOLIDATION (~ 10mins)

Provide feedback to at least 3 different stations (sticky notes or exit card)

o What feedback would you provide to this station (discuss each target
game)
o What were the pros and cons?
o How would you modify or adjust this game?
o Were there any accommodations and/or modifications that you appreciated?
….Why? How did this help/support your ability to play their target game?
Assessments:

For learning - Question/Answer: Teachers and students are encouraged to ask questions
and answer each other’s questions during their experience experimenting with constructed
target games

Of learning - Students will be analyzed on their target games by their peers and the
teacher. This will be seen through the results and comments made by the sticky notes and
through observation communications

As learning - Peer assessment (with sticky notes and verbal communication) on peer’s
group constructed target games

Insights and Rationale (Learning Task#1)

 Students will evaluate their own and each other’s target game (self and peer
assessment)
 Self and peer assessment will support student learning and understanding on what
sort of adjustments and modifications they should consider with regards to their
own target game
 Class discussion (sticky notes for self and peer assessment) will provide an
opportunity for students to explain (express) their thinking and understanding of
target games based on the games that their fellow classmates have designed
 Students will be able to grasp and adopt ideas from experimenting with their peers
target games and by discussing the results and their experience in regards to the
circuit activities
 This learning task allows opportunities for students to explore independently and
engage with materials and activities available for the development of analytical and
constructive feedback skills
 By circulating around to different activities in a limited amount of time, students
will be able to time manage and think collaboratively to satisfy objectives and goals
for each station
 This allows students to stay on task and stay more focused on each activity in the
limited amount of time offered
Learning Task #7 - Culminating Activity Part 3

Expectations Learning Goals

 Read, interpret, and draw

conclusions from primary data
(e.g., survey results,
measurements, observations) and
from secondary data (e.g., sports
data in the newspaper, data from
the Internet about movies),
presented in charts, tables, and
graphs (including continuous line
graphs);
 Demonstrate, through
investigation, an understanding of
how data from charts, tables, and
graphs can be used to make
inferences and convincing
arguments (e.g., describe
examples found in newspapers
and magazines).
Extension (Applying mathematics)
 Students will be able to represent their
physical activities through surveying
and apply this information to charts,
tables and graphs
 Information from these mediums will
be used to give feedback to students
about their self created activities so they
are able to revise and improve their
argument of their activity falling into
the TGFU category
Students will examine the difference between
their activities and others created by the public
based on data they find online and if their
expectations fall in line with/ exceed the
public data

Activities

Materials: Electronic devices, projector, writing materials (if devices are not present)

MINDS ON (~ 10mins)

Kahoot and discussion based on gathered survey data of physical activity

Students will co-create questions for survey

ACTION (~ 40mins)

Procedure (steps):
Students will then create and fill out, in pairs, a Google form that has at least 10 different
questions pertaining to physical activity and each student will fill out the rest of the class’
forms

Students will then plot the data using Google sheets to create a minimum of four different
kinds of graphs (bar, circle, scatter or line) and represent both their data and their graphs
on one google sheet to be handed in.
 CONSOLIDATION (~ 10mins)

Students will be asked to fill out another google form which will include an exit survey of
how they thought the process of creating a survey, graphing the data, and analysing it went.
They will also be asked to create a conclusion for their data citing at least two different
online sources about how their results line up with other students of their age. They will be
asked what the similarities and differences between their data and the research they found
online are and why they believe it is that way.

Assessments:

For learning - Discussion and baseline prior knowledge test through the beginning of the
class to see what the students know about physical activity

Of learning - Both the google form and the google sheets the students create in pairs will
be evaluated for quality of questions, organization, and bias

As learning - Students will be conducting research while creating a conclusion through

the consolidation activity.

Insights and Rationale (Learning Task#7)

 Students will be able to create their own questions which will allow them to create
something that they are interested about learning through discovery and inquiry
based learning
 Students will also be integrating technology into their learning and how it can be
used to organize and analyse data efficiently
 Students analyse of the data will create an opportunity for reflection about their
own work as well as data that has been collected through other mediums such as
the internet
 Evaluating their own data as well as the data of their peers will allow them to work
on their own skills of unbiased data collection
 Students may also investigate data through the lense of social justice and tackle
large topics such as health related issues and healthcare in general
 Working in pairs and as a class makes every student feel engaged with the material
while simultaneously making it personal for each student
Part 2: Reflection
In planning our unit plan, we focused primarily on Teaching Games for

Understanding (TGFU) under strand B of ‘Movement Competence: Skills, Concepts, and

Strategies. With this, we decided to integrate mathematics into the unit plan, particularly in

reference to specific expectations addressing Collection and Organization of Data as well as

the Data Relationships. Rather than introducing the actual target games such as bowling,

archery, golf and curling, students are encouraged to inquire through their experimentation

and discussions amongst their peers and teacher(s). As future teachers, we challenge the

traditional perspective of physical education by introducing inquiry-based learning through

the TGFU approach. This involves generating discussions and providing opportunities for

students to explore their learning and understanding of target games (Ontario Ministry of

Education, 2011)

Additionally, we integrated student voice within our unit plan primarily through our

forms of assessment strategies in respect to class discussions, peer discussions, open-ended

questions, sticky notes, and constant observations. The goal of providing student voice also

comes in the form of body language (executing skills), participation (experimenting and

competing), and designing/constructing (culminating activity). By allowing several

opportunities within our unit plan for students to openly reflect, express and demonstrate their

learning, it creates a safe and inclusive environment in which students are given choice and

flexibility (Ontario Ministry of Education, 2013). Furthermore, our learning tasks include

activities that emphasize the instructional strategy of scaffolding. Here, the big ideas and

overall goals are broken down into steps (activities and teacher modelling) in support of

student learning and understanding.

By incorporating several aspects to the unit plan that encourages student-centred

learning, the lesson plans will become more authentic and less intimidating for students who

are uncomfortable in their roles as active participants. In reference to Bloom’s Taxonomy,

our learning tasks were designed to support a skill-based learning process that involved a
gradual release path towards the culminating task. Here, our goal was to provide

opportunities that stimulated prior knowledge and understanding (minds on and inquiry-based

activities) where students are encouraged to apply, analyse and evaluate their collection of

data. This incorporation of the mathematics curriculum is essentially the aspect that garners

students’ problem solving thinking and analytical skills for better on-going and outcome

success. It is ultimately in this phase that the involved student moves up on Bloom’s

taxonomy and uses their inquiry-based knowledge developed to reach the ‘create’ phase of

designing and constructing their own activity for the purpose of practicing their learned skills

(Thykootathil, 2017).

Several of the challenges we faced when planning this unit plan centred around

creating a minds on part for each learning task. Confused on whether we needed a ‘minds on’

part for each task, it made it more difficult for us for physical education as our learning tasks

were already hands on and engaging. Other challenges we faced included developing

appropriate assessment strategies for each of our learning tasks, as our activities do not take

place in a traditional classroom. As a result, most of our assessments were verbal and action

based. Furthermore, the process of incorporating social justice and culturally relevant

pedagogy also required more time and reflection than we had thought. In a physical education

class, how can we address other social justice issues besides ones that focus on accessibility

and religion, such as culture? Most of our social justice issues were focused on

accommodations and modifications. However, many of the successes that we faced included

the risk of using physical education as our lesson and unit plan, and approaching the subject

area with an inquiry-based approach as opposed to modelling and drilling. Evaluation for

physical education was a challenge as well but because we were familiar with teaching games

for understanding and skill building we had a structured method of assessing students.

Furthermore, we were successful in providing multiple accommodations for students in terms

of varied ball and target sizes, weights, ramps, ball sticks, groupings and larger space.
 References

Ontario Ministry of Education (2011). Getting started with student inquiry. Capacity Building

Series. Retrieved from

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentInquiry.pdf

Ontario Ministry of Education (2013). Student voice: Transforming relationships. Capacity

Building Series. Retrieved from

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentVoice.pdf

Thykootathil, A (2017). Assessment and evaluation [Powerpoint document].

Retrieved from Lecture

Notes/Powerpoint Slide Online:

https://moodle.yorku.ca/moodle/course/view.php?id=112978&section=5