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Connecting to the Common Core Through Physical Activity

Connecting to the Common Core Through Physical Activity. Presented by NASPE 2013 TOY’s Jeff Jacobs, Eastern District Susan Sellers, Northwest District. Why?. The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn.

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Connecting to the Common Core Through Physical Activity

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  1. Connecting to the Common Core Through Physical Activity Presented by NASPE 2013 TOY’s Jeff Jacobs, Eastern District Susan Sellers, Northwest District

  2. Why? • The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn. Why connect to PE? • The Physical Education classroom provides an authentic learning environment where students can collect real world data and practice concepts.

  3. Math Connections Grade 1 1.G.A.2 Compose two-dimensional shapes to create a composite shape. • Using jump ropes to "compose two-dimensional shapes".

  4. Math Connections Grade 3 - 3.MD.B.3 Create a scaled bar graph to represent a data set with several categories to solve one-and two-step problems. • Using bean bags collected during a relay game, create a "scale bar graph to represent a data set with several categories (color of bean bags), and solve one-and two-step problems of how many more? How many less?

  5. Math Connections Grade 5 – 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. • Students collect data that will be used to create a graph in which heart rate is used to determine and compare the intensity level of several (5) activities. Let’s give this a try!

  6. Graphing Intensity • Data Sheet • Completed Graph • Using Kid Zone Create a Graph

  7. English Language Arts Grade 3 – RI.1 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers. • After collecting a number of nutrition cards during an exercise activity, students must refer to the information on the cards in order to accurately answer a number of questions. Let’s see how YOU do!

  8. Curriculum Connections The following activities are based on the Card Game “Spoons”

  9. Curriculum Connections Examples: Over and under pass Ball pass Ball pass and shooting Crawling through the Tunnel Coconuts Crazy Cones Suggestion: Practice the task first! Part I - Choose an Activity or Task

  10. Curriculum Connections Part Il – “Spoons” in the Gym • Use four groups (can use more) • Need at least 4 cards of the same rank for each group • Specify passing to either the right or left • One person from each group goes to the teacher and receives their group’s cards • A very short period of time is given to organize the cards • On “Pass!” One person from each group runs a card to the group on the right then sprints back to his/her group. • Each time a card is passed, a different person must run it. • When a group gets four cards that match, they quickly complete the task then quietly sit by their cards. • In the meantime, those groups who notice, immediately stop and perform the task trying not to be the last one finished. • When finished the task, each group sits by their cards. Let’s give it a try!

  11. English Language Arts Relates to the K-5 Phonics and Word Recognition anchorsunder Reading: Foundation Skills. • Same as “Spoons” but must have three rhyming words. • The rhyming word cards will form a picture when side by side. Rhyming

  12. English Language Arts Relates to the K-4 Language Vocabulary Acquisition and Use anchors under Language. Objective: Students must create a preset number of three letter words. • Each group gets a small white board, markers, a “vowel” chart and 4 bean bags with consonants. • Using the beans bags and the chart, create 10 three letter words before beginning the activity. Let’s see how YOU do! • 3 Letter Words

  13. r a e i o u y t nn b r n

  14. Mathematics Under the Operations and Algebraic Thinking Domain • Relates to the Grade 3 cluster: Solve problems involving the four operations. • Relates to the Grade 4 cluster: Use the four operations with whole numbers to solve problems. • Distribute four or more cards to each group (Remove J, Q, K, A) • Using the numbers on the cards, each group wants to try and get 24 points by using addition, subtraction, multiplication, division or a combination of them. • Provide a white board and markers as “scratch paper” • The group that gets 24 first begins the activity or task. Let’s give it a try! Variations: • Must use all cards to get to 24 • Call out a different number (May have to increase the number of cards with which each group begins) 24

  15. Curriculum Connections Word Wall

  16. Be a champ! The difference between a champ and a chump is “u”!

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