Physical Education in PS/MS 278’s Community

 

Sue Lucarelli

SLucarelli@schools.nyc.gov

 

 

INTRODUCTION

You and your group will explore the safety aspects of having such a small gym that we share with another school (PS/MS 18).

 

 

TASK

You and your group will choose one of the following two tasks to do:

 

❏      Poster

❏      Diorama

 

You are now members of the “P.E. Safety Squad” for 278 Safety Company.  Your responsibility, as a member of the PESS” is to make sure that your community is aware gym space is an issue that needs to be dealt with. By doing so, you need to let your community know that fundraising should occur to allow for a creation of a bigger space that can be used for Physical Education.

 

You and your group need to show:

 

❏      The effects on the community when they know how to make a bigger space available for children to exercise, etc.; and

❏      The effects on the community when they have not used the proper resources to create a bigger and safer environment for the 278’s students to have physical education.

 

 

PROCESS

 

You and your group should first decide whether you are going to (i) create a poster or (ii) create a diorama.  Once this is decided, then you should brainstorm how you are going to create your poster or diorama.  You should assign tasks within the group as to who is doing what and responsible for getting supplies.

 

Group Assignments

 

1.         Facilitator -- Person will be in charge of running the group work;

2.         Time Keeper -- Person keeping everyone on task in a timely manner;

3.         Recorder -- Person writing/recording everything people are saying and writing; and

4.         Presenter -- Person who will present the presentation to everyone.

 

A few suggestions:

 

❏      Brainstorm within your group and do a draft of your poster or diorama before creating a final product.

❏      Make sure that your group is organized as to who is going to do what and getting the needed supplies.  A timeline should be created as to when each step of the project is due and when the final project is due.

❏      Students will use the following worksheet to assess their work.

 

 

 

NAME: ________________________________________              DATE: ________________

 

Student Worksheet:

Factors That Impact Safety and Performance at PS/MS 278 in Their Physical Gym Space

 

My group members: ____________________________________________________________

 

______________________________________________________________________________

 

A) Brainstorm with your group. What are 2-3 factors (things that happen in our lives that affect us) that might impact a student’s safety in the gym? Be prepared to share your ideas!

1)___________________________________________________________________________

2) ___________________________________________________________________________

3) ___________________________________________________________________________

B) Brainstorm with your group. What solutions are in place at PS/MS 278 to help students with safety and physical education? Think about our classroom, school, and time with other teachers!

1)___________________________________________________________________________

2) ___________________________________________________________________________

3) ___________________________________________________________________________

C) Brainstorm with your group. What are new solutions or opportunities you’d like to see at PS/MS 278 to improve students’ safety while having physical education? Aim to come up with 2-3 ideas!

1)___________________________________________________________________________

2) ___________________________________________________________________________

3) ___________________________________________________________________________

 

FOCUS ON SOLUTION # _______

What are some PROS (positives?) __________________________________________________

______________________________________________________________________________

What are some CONS (negatives?)_________________________________________________

9

 

 

Use the six step Public Policy Analyst to develop an understanding of the problem and how to deal with social problems:

 

The 6 Steps of the Public Policy Analyst (PPA)

1.    Define the Problem

2.    Gather the Evidence

3.    Identify the Causes

4.    Evaluate an Existing Policy

5.    Develop Solutions

6.    Select the Best Solution  (Feasibility vs. Effectiveness)

 

Below is listed many different kinds of resources to use for this project.

·         https://www.injuryclaimcoach.com/school-gym-class.html

·         https://blog.teamsnap.com/general-sports/how-safe-is-your-kids-p-e-class

·         https://www.ophea.net/article/safe-space-play-learn-grow#.XhyQBudKjBI

 

 

EVALUATION

 

Oral Presentation Rubric: Safety and Gym Space

Teacher Name:  Sue Lucarelli

Student Name:

-------------------------------------------------------------------

CATEGORY

4

3

2

1

Content

Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

 

 

 

 

 

Date Created: Feb 18, 2020 10:16 am (CST)

 

 

CONCLUSION

Congratulations! You have now completed a WebQuest on Energy in the PS/MS 278 Community.  Your information contained in your poster or dioramas were wonderful.  You all should be proud of yourselves.  As a group, you should all reflect on the poster or diorama your group has created.  Keep in mind the following:

 

❏      What you think went well;

❏      What you think you could have improved on; and

❏      What you will do for the next group project that you learned by the experience you gained from this project.

❏      As a group, also discuss:

 

❏      Extensions you could or might have used.

 

In reflecting, each group should review the following questions as a way to have a “debriefing” by the class.

 

❏      What glows did you feel about your project?

❏      What glows did you feel about a particular group’s project?

❏      What grows did you feel about your project?

❏      What grows did you feel about a particular group’s project?

 

 

STANDARDS

New York State - 4th Grade Science Standards.

4.E Energy

●      4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.

●      4-PS3-2 Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

○    Heating, cooling, and changes of state (4-C.3)

○    Predict heat flow (4-D.1)

○    Predict temperature changes (4-D.2)

○    How is temperature related to thermal energy? (4-D.3)

●      4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.

●      4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

●      4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

○    Evaluate natural energy sources (4-R.1)