21st Century Learning in PE IAHPERD November 2015 Steve Bell Kelly Zerby DeKalb #428

Who are we? Steve Bell-Instructional Coach DeKalb #428-Founders Elementary Previous Awesome PE Teacher ********************************************* Kelly Zerby-Elementary PE Teacher DeKalb #428-Founders Elementary Current Awesome PE Teacher

Introduction What is 21st Century Learning? 21st Century Learning video

How can P.E. support 21st Century Learning? Technology enhanced Lessons/Units Inquiry Based Learning Units Real-Life application

Health Units Nutrition Lessons Pose Question: What makes healthy eating hard? Student response: Discuss with two people near you what difficulties you or someone else you know may have at school, at home, or at other places?

Health Units Following discussion share video Student Response: With your partner share 1 thing you learned from the video that you could try at home this week.

Health Units Share video “How to read a nutrition fact label” Allow students to discuss in small groups important aspects to reading food labels Or use online tool “Kahoot”, “Quizizz”, or “Plickers” to check understandingKahootQuizizzPlickers Resource: KidsHealth.org

Health Units Following minute mini lessons play games like: Couch Potato Tag Health Food Color Tag My Plate Tag Nutrition Station Circuit Nutrition Fact Fitness

Graphic Organizers For a quick check of understanding, you can do a Graphic Organizer like a K, W, L chart on any sport or topic. K - What do you know? W - What do you want to know? L - What did you learn?

K W L Volleyball Create a Google Form I posted in my Google Classroom Student’s log in to my classroom They access form and answer The answers are sent to a spreadsheet

Results

Volleyball Review Video

Intro to Sports Units Students are responsible for research and teaching the history of the sport

Sports History Research Projects

Skills acquired Researched Interpreted Information Learned Content Presented Taught Peers Built Social/Emotional Confidence

Video Conferencing Use Video Conferencing tools like “Google Hangout” or “Skype” to bring in “EXPERTS” for content areas you may be lacking in.

Books with action Fairy Tales Unit (using Document Camera) Gingerbread Man - act out story during verbs Gingerbread Girl - act our story during verbs 3 Little Pigs - play 3 Little Pigs adapted from PE Central 3 Bears - Play 3 Bears adapted from PE Central Dr. Suess books (Marvin K. Mooney) - act out story during verbs

Inquiry Based Learning Units Posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge.

IBL Unit Design Principles of designing an IBL unit 1. Provide background knowledge 2. Ask questions (students ask) 3. Gather information 4. Construct knowledge 5. Make knowledge visible 6. Presentation & Feedback

Heart Adventure (Extended IBL Unit) Everyday P.E. (30 minutes) 1. Background Knowledge Watch brief videoWatch brief video (For grades K-2) Read an article from WebMDRead an article from WebMD (For grades 3-5) Day 1 Lesson 1. Spend 5 minutes watching video/reading article 2. Play Arteries v. Veins invasion game

Heart Adventure (Extended IBL Unit) 2. Ask Questions Pose Essential Question: “Why is understanding heart health important?” Create a graphic organizer (have students discuss and record their ideas) Send two additional questions they have about heart health to teacher Day 2 Lesson 1. Discuss these ?’s and questions (5-10 minutes) 2. Play Arteries v. Veins again

Heart Adventure (Extended IBL Unit) 3. Gather Information Elementary - gather web resources for students to easily and safely find the correct information (Use tech tool such as “Thinglink”) Day 3/4 Lesson 1. Students research and answer selected ?’s in small groups 2. experts, survey peers/community members 3. When done play “Healthy Heart Tag” NOTE: Websites for research were shared by teacher

ThinglinkThinglink (tech resource) Each red icon is a link to either a video or an article for students to read. They had to choose two.

Heart Adventure (Extended IBL Unit) 4. Construct knowledge Students synthesize findings and draw conclusions about research Day 4/5 Lesson 1. Put together a concept map 2. When done play ‘Bloodrush’

Heart Adventure (Extended IBL Unit) 4. Construct Knowledge (Cont.) Apply knowledge using:Tech Resource (Mindmup)Tech Resource (Mindmup) Concept maps Drawings Graphs Blogs Essays

Heart Adventure (Extended IBL Unit) 5. Make knowledge visible Use technology to create a presentation Day 8/9 Lesson 1. Use presentation tools to create class presentations 2. If done early continue travel through Heart Adventure Course

Heart Adventure (Extended IBL Unit) 6. Presentation & Feedback Day 10/11 Lesson 1. Short min. presentations in groups/partners/individuals 2. Assign groups/partners/individuals to evaluate peers

Student Presentation Samples Founders Elementary

Heart Health Presentation Group #2 Aaron, Adison, Iliana Madison, and Noah

Heart Health Question Q. What happens to your heart when you are overweight? A. Obesity increases the risk for heart disease and stroke. It harms more than just the heart it hurts your blood vessels. Obesity is a condition of being grossly fat or overweight.

Heart (this is not the heart)

Heart (this is the real heart)

Group #1 Heart Presentation Jared, Jesus, Julia, and Nodes

Is Heart disease preventable, If so how? Heart disease usually comes around at the ages of 40-50, but heart disease is preventable by living a healthy lifestyle. You can do this by going on a diet, exercise, limiting alcohol, and stop smoking.

The End. We hope you enjoyed our presentation!!!!!!!!!!!! Good-Bye!

Heart Presentation Max, Lorelai,Catherine, Torrie, Alan group 1# May 2015 Question:If parents have heart disease, will I too?

If parents have heart disease, will I too? Your risk is higher than some people. You have your family’s blood so you have a higher chance. It might not be genetics it may have been that your family may have been eating bad, had obesity, or your parents smoked or were alcoholics.

If parents have heart disease,will I too? You have to choose to be healthy and still you have a higher risk then some people, but if your healthy your risk will go down.

The End THANKS FOR YOUR TIME! By: Lorelai, Max, Alan, Catherine, and Torrie

6. Feedback Day 10/11 Lesson 1. Assign groups/partners/individuals to evaluate peers Peer Evaluation

Peer Evaluation (Google Forms)

Learning Environment

21st Century Learning Skills Collaboration Creativity Data Collection Communication Research Evaluation Critical thinking Information literacy Technology literacy Health literacy

How do we address P.E. standards? Students are still receiving activities that encourage positive social interaction, strategy development, skill acquisition, & good old fashion exercise

Technology Resources Used Google Slides/Power Point Google Docs Google Forms Google Classroom Google Hangout/Skype Thinglink Youtube Flip Camera Mindmup KidsHealth.org SmartBoard Kahoot Quizizz Plickers Document Camera