3rd+and+4th+Grade


 * What's happening in 3rd and 4th grade PE? **


 * __ *Unit 1: Cooperation __**

-Games
 * PYP Strand: **

-reflect critically on the effectiveness of the group during and at the end of the process
 * Learning outcome: **

-Students will participate in various cooperative games and activities in which they will work on their communication and team-building skills.
 * Description: **

-This unit fits in with the grade 4 Unit of Inquiry entitled: "Who we are."
 * Transdisciplinary Unit: **


 * *BELOW IS INFORMATION FROM THE 2013-2014 SCHOOL YEAR **

__ Unit 7: Badminton __

-Health-related activities
 * PYP Strand: **

-identify ways to live a healthier lifestyle
 * Learning outcome: **

-Students will participate in a variety of games and activities using badminton equipment. Badminton will be used as a model of an activity that a person can participate in throughout their lifetime, thus promoting a healthier future lifestyle.
 * Description: **

1. Safety (teacher observations of students using badminton equipment in a safe manner)
 * Assessment: **

2. Movement skills (students performance of proper techniques using badminton rackets)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**April 15, 2014**

Below is a video of the grade 3-4 students participating in an activity called Goal Ball. This is a sport in the Paralympics Games, which are the games for people with disabilites that take place at the same venue as the summer and winter Olympic games. Goal Ball is for those who are blind or have visual impairments. Students were blindfolded to give them them the feeling of what it would be like to play a sport without being able to see. It was also the introduction to Grade 3's upcoming Unit of Inquiry in the classroom about prejudice.

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Below you can view a few pictures from the Game Inventors Unit. Each group of 4-5 students had to create a game, make a poster, present the poster and demonstrate their game to the rest of the class. There are 2 pictures from each group, the first one of the groups presenting and the second one a close-up of their game creation posters.













**March 10, 2014**

__ Unit 6: Game Inventors __ **PYP Strand:** -Adventure Challenge

**Learning outcome:** -adopt a variety of roles for the needs of the group, for example, leader presenter

**Description:** -Students will be put into groups and each group will be responsible for creating a game for PE class. Each group needs to work together to create a game, make a poster, present the game and give a demonstration of the game. **Assessment** 1. Behavior (teacher observations of how each student interact with classmates and involves herself/himself while creating the game) 2. Understanding of rules/content (through group presentations) **Stand alone unit:** -This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

**February 20, 2014**

Below are a few videos of the Grade 3-4 Gymnastics Unit summative assessment task. Each student had to choose 1 of 3 routines to perform that linked various jumps, balances and rolls. They had a choice of performing a beginner, middle or advanced routine.

Beginner:

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Middle:

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Advanced:

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 * February 11, 2014 **

Below you can view a video of the grade 3-4 students practicing the forward roll:

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**January 14, 2014**

__ Unit 5: Gymnastics __

-Athletic Activities
 * PYP Strand: **

-demonstrates greater body control when performing movements
 * Learning outcome: **

-Students will learn, practice and improve and finally demonstrate body control during this unit
 * Description: **

1. Movement skills (performance of a short gymnastics routine, linking movements that demonstrate body control)
 * Assessment: **

2. Safety (teachers observations of how students follow directions and participate safely in the activities)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**December 3, 2013**

Below you can view the process of the grade 3 and 4 final assessment task for the Basketball unit in various steps.In 3 groups (beginner, middle, advanced) students worked together to create an activity that needed to incorporate both dribbling and passing skills. The advanced group alsp was required to add a third skill to their activity and they chose shooting.

**Step 1: Brainstorming assessment ideas with group**







**Step 2: Setting up ideas**





**Step 3: Trying out ideas**







**Step 4: Final Product Videos**

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**November 19, 2013**

If you open the pdf file below you will see examples of the dribbling peer-assessment task that the students participated in last week. They were put into groups of 3-4 students with one student from each group dribbling a basketball up and down the gym while the rest of the group observed them. After a few minutes the group of observers needed to discuss what they saw and come up with a group decision on assessing them in 3 of the cues for dribbling. This was a formative assessment task to give students feedback from their peers that they can use to improve their skills.




 * November 7, 2013 **

__ Unit 4: Basketball __

-Games
 * PYP Strand: **

-Self-assess performance and response to feedback on performance from others
 * Learning outcome: **

-Students will learn, practice and improve on their dribbling and passing skills in basketball during this unit.
 * Description: **

1. Movement skills (performance of dribbling and passing skills using correct technique in isolated situations
 * Assessment: **

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Behavior (teacher observation of how they act and interact with classmates, especially during the final assessment task)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**October 22, 2013**

Below you can view the process of the grade 3 and 4 final assessment task for the Soccer unit in various steps. In 3 groups (beginner, middle, advanced) students worked together to create an activity that needed to incorporate both dribbling and passing skills. The advanced group alsp was required to add a third skill to their activity and they chose defending.

**Step 1: Brainstorming assessment ideas with group**







**Step 2: Setting up ideas**







**Step 3: Trying out ideas**







**Step 4: Final Product Videos**

Video 1: Beginner Group's final product

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Video 2: Middle Group's final product

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Video 3: Advanced Group

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 * October 15, 2013 **

__ *Unit 2: Soccer: __

-Games
 * PYP Strand: **

-regonize that committing to shared group goals in group situations improves individual and shared experences and outcomes
 * Learning outcome: **

-Students will learn, practice and improve on their dribbling and passing skills in soccer during this unit. They will have the opportunity to particiapte in crab soccer (in which 4 balls are used) where they will work together with their team to accomplish group goals.
 * Description: **

1. Movement skills (performance of dribbling and passing skills using correct technique in isolated situations)
 * Assessment: **

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Social responsibility (teacher observation of how they interact with classmates during each lesson)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

October 8, 2013

Below youcan view 2 videos from the grade 3-4 cooperation unit. The first one is of an activity called 'Frogs and Ants', where 4 students work together at a time to save an ant that haas been tagged by frogs by carrying them to the 'hospital' to get them back into the game. the second one is from their 'Cooperation Kickball' game where students are placed into 2 teams. One team is kicking and after each player kicks he/she keeps running around the bases scoring points for the team until the defensive teams retrieves the ball, lines up, passes the ball to everyone over their heads and then yells 'TEAMWORK'. After each player on the team has kicked the teams switch roles.

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 * September 30, 2013 **

__ *Unit 2: Cooperation __

PYP Strand: -Games

Learning outcome: -reflect critically on the effectiveness of the group during and at the end of the process

Description: -Students will participate in various cooperative games and activities in which they will work on their communication and team-building skills.

Transdisciplinary Unit: -This unit fits in with the grade 4 Unit of Inquiry entitled: "Who we are."

September 26, 2013

Below you can view some videos from the Grade 3 and 4 Fitnessgram Assessment, which tests different areas of fitness.

Videos 1, 2 and 3: Pacer Run (Aerobic Endurance)

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Video 4: Curl-ups (Abdominal Strength)

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Videos 5 and 6: Push-ups (Muscular Strength)

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**September 16, 2013**

Below you can view some videos from the Grade 3 and 4 Fitness Unit activity called 'Fitness Skillastics', an interactive board game in which students participate in fun fitness activities. It's part of the grade 3 unit inquiry into health.

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 * September 10, 2013 **

__ *Unit 1: Fitness: __

-Health-related activities
 * PYP Strand: **

-students will understand how daily practices influence short-and long-term health
 * Learning outcome: **

-Students will participate in various fitness activities that will allow them to improve on the different areas of fitness (Aerobic Capacity, Abdominal Muscle Strength & Endurance, Upper Body Strength, Back Strength & Flexibility and Flexibility). They will also participate in the Fitnessgram Assessment, which will test their level for age and gender in the different fitness areas. A major highlight during the unit will be the Fitness Skillastics activity, a team interactive board game in which each team will roll their die, move their game piece and perform fun fitness activities as a group.
 * Description: **

-This unit fits in with the grade 3 Unit of Inquiry entitled: "Who we are." The central idea of this unit is, "Health & Well Being - A balanced diet is essential for human health."
 * Transdisciplinary Unit: **


 * September 4, 2013 **

Students will spend the first week reviewing (returning students) or learning (new students) the routines and procedures for PE.


 * *BELOW IS INFORMATION FROM THE 2012-2013 SCHOOL YEAR **


 * May 6, 2013 **

__ Unit 8: Track and Field __

-Athletic activities
 * PYP Strand: **

-motivate themselves intrinsically and behave with belief in themselves
 * Learning outcome: **

-Students will be learning the proper techniques for 4 different track and field events (sprinting, distance running, long jump and palant ball throw). The culminating activity for this unit will be Sport Day, a track and field competition for all students in grades 3-10, which will allow them to perform at a real track and field facility.
 * Description: **

1. Movement skills (students performance of proper techniques of track and field events)
 * Assessment: **


 * Stand alone unit: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

**April 24, 2013**

Below you can view a couple of videos from the Grade 3-4 Rhythms and Dance unit.

Video 1: 'Move It' media type="youtube" key="ZOAU8x9UXbc" width="560" height="315"

Video 2: '5-6-7-8' media type="youtube" key="2HXWcqZ3OXI" width="560" height="315"


 * April 15, 2013 **

__ Unit 7: Rhythms & Dance __

-Movement to music
 * PYP Strand: **

-develop plans to improve performance through technique refinement and practice
 * Learning outcome: **

-Students will learn, practice and finally perfom (without the teacher) a few different dances.
 * Description: **

1. Movement Skills (how consistent students are able in keeping the rhythm of dances)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**March 23, 2013**

Below is a video of the grade 3 and 4 students not only practicing their badminton racket skills but their hand-eye coordination as well:

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**February 26, 2013**

__ Unit 6: Badminton __

-Health-related activities
 * PYP Strand: **

-identify ways to live a healthier lifestyle
 * Learning outcome: **

-Students will participate in a variety of games and activities using badminton equipment. Badminton will be used as a model of an activity that a person can participate in throughout their lifetime, thus promoting a healthier future lifestyle.
 * Description: **

1. Safety (teacher observations of students using badminton equipment in a safe manner)
 * Assessment: **

2. Movement skills (students performance of proper techniques using badminton rackets)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**February 14, 2013**

Below are a few videos of the Grade 3-4 Gymnastics Unit summative assessment. Each student had to choose 1 of 3 routines to perform that linked various jumps, balances and rolls. They had a choice of performing a beginner, middle or advanced routine.

Beginner Routine:

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Middle Routine:

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Advanced Routine:

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**February 5, 2013**

Recently in PE students participated in a lesson that focused on flexibility as part of their Gymnastics Unit. Towards the end of the lesson students took part in a friendly limbo contest to show how flexible they are.



I am pleased to announce that this year's winners are....



**January 31, 2013**

Below are a few videos from the grade 3 and 4 gymnastics unit. During this particular lesson students were split into groups of 3 or 4 students and rotated around the gym to various stations that focussed mainly on balancing.

Video 1: Students working on the balance discs

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Videos 2 and 3: Students on the balance jumpers

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Video 4 and 5: Students walking on the balance beam

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**January 10, 2013**

__ Unit 5: Gymnastics __

-Athletic Activities
 * PYP Strand: **

-demonstrates greater body control when performing movements
 * Learning outcome: **

-Students will learn, practice and improve and finally demonstrate body control during this unit
 * Description: **

1. Movement skills (performance of a short gymnastics routine, linking movements that demonstrate body control)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**December 13, 2012**

Below you can see videos from the grade 3-4 Basketball unit summative task. Students were placed into groups (based on levels) and each group worked together to create an exercise that included both dribbling and bounce passing skills. The videos are of them performing their creations.

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**December 3, 2012**

If you open the pdf files below you will see examples of the dribbling peer-assessment task that the students participated in last week. They were put into groups of 4-5 students. One student from each group dribbled a basketball up and down the gym while the rest of the group observed and later assessed them on 3 of the cues for dribbling.






 * November 27, 2012 **

__ Unit 4: Basketball __

-Games
 * PYP Strand: **

-Self-assess performance and respone to feedback on performance from others
 * Learning outcome: **

-Students will learn, practice and improve on their dribbling and passing skills in basketball during this unit.
 * Description: **

1. Movement skills (performance of dribbling and passing skills using correct technique in isolated situations
 * Assessment: **

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Behavior (teacher observation of how they act and interact with classmates, especially during the final assessment task)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**November 16, 2012**

Below are 3 videos of a cooperative game the grade 3 and 4 students particiapted called 'Capture the Gold'. At the end they also had to fill out a Self-Reflection. In this adventure challenge game the students(their teams) are required to cross an imaginary river using hula hoops. Once they get to the other side, they can disembark on land and take a piece of gold (a ring) and bring it with them back across the river and place it into their Pot (a container). The main rules are:

*they must stay inside the hoops as they cross (should they fall or step out a piece of gold is taken from their pot and returned to the other side of the river)

*they are only allowed to have one piece of gold in their hand at a time, from the second they pick it up until the time they place it in the pot (any infraction results in the piece of gold being returned to the other side of the river

*when all the gold has been collected from the far side of the river, the team must make their way back, bringing all the hula hoops with them and then stack the hula hoops in an orderly fashion on the side of the river that they started on

*they then count the bean bags to see how many pieces of gold they collected as a team

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**November 13, 2012**

Below you can view 2 videos from the Grade 3 and 4 Cooperation unit, done in collaboration with the grade 4 Unit of Inquiry entitled: "Who we are."

Video # 1: Frogs and Ants- In this activity there are 2 taggers (frogs) and everyone else (ants) try not to get tagged. If tagged you have to lay down on your back with arms and legs sticking in the air. The only way to get back into the game is for 4 healthy ants to pick you up and take you to a mat (hospital).

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Video # 2: Cooperation Kickball- In this activity students are divided into 2 teams. One person at a time on the offensive team is kicking a ball and just running around the bases as fast as they can. The defensive team needs to gather the ball, line up behind one of the cones placed in the field, pass the ball to each other over the heads and yell 'TEAMWORK' when the last person in line has recieved the ball to get the runner out.

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** November 6, 2012 ** __** *Unit 3: Cooperation **__

-Games
 * PYP Strand: **

-reflect critically on the effectiveness of the group during and at the end of the processs
 * Learning outcome: **

-Students will participate in various cooperative games and activities in which they will work on their communication and team-building skills.
 * Description: **

-This unit fits in with the grade 4 Unit of Inquiry entitled: "Who we are."
 * Transdisciplinary Unit: **

**October 18, 2012**

Below you can view 3 videos of the grade 3 and 4 final assessment task for the Soccer unit. In 3 groups (beginner, middle, advanced) students worked together to create an activity that needed to incorporate both dribbling and passing skills. The advanced group als was required to add a third skill to their activity and they chose shoooting. The videos are are of their own creations.

Video 1: Beginner Group

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Video 2: Middle Group

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Video 3: Advanced Group

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 * October 3, 2012 **

__ *Unit 2: Soccer: __

-Games
 * PYP Strand: **

-regonize that committing to shared group goals in group situations improves individual and shared experences and outcomes
 * Learning outcome: **

-Students will learn, practice and improve on their dribbling and passing skills in soccer during this unit. They will have the opportunity to particiapte in crab soccer (in which 4 balls are used) where they will work together with their team to accomplish group goals.
 * Description: **

1. Movement skills (performance of dribbling and passing skills using correct technique in isolated situations)
 * Assessment: **

2. Safety (teachers observations of how how they demonstrate safety during each lesson)

3. Behavior (teacher observation of how they interact with classmates during each lesson)

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**September 14, 2012**

Below you can view some videos from the Grade 3 and 4 Fitness Unit activity called 'Fitness Skillastics', an interactive board game in which students participate in fun fitness activities:

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 * September 10, 2012 **

__ *Unit 1: Fitness: __

-Health-related activities
 * PYP Strand: **

-students will understand how daily practices influence short-and long-term health
 * Learning outcome: **

-Students will participate in various fitness activities that will allow them to improve on the different areas of fitness (Aerobic Capacity, Abdominal Muscle Strength & Endurance, Upper Body Strength, Back Strength & Flexibility and Flexibility). They will also participate in the Fitnessgram Assessment, which will test their level for age and gender in the different fitness areas. A major highlight during the unit will be the Fitness Skillastics activity, a team interactive board game in which each team will roll their die, move their game piece and perform fun fitness activities as a group.
 * Description: **

-This unit fits in with the grade 3 Unit of Inquiry entitled: "Who we are." The central idea of this unit is, "Health & Well Being - A balanced diet is essential for human health."
 * Transdisciplinary Unit: **


 * September 5, 2012 **

Students will spend the first week reviewing (returning students) or learning (new students) the routines and procedures for PE.


 * *BELOW IS INFORMATION FROM THE 2011-2012 SCHOOL YEAR **


 * May 14 **

__ Unit 8: Track and Field __

-Athletic activities
 * PYP Strand: **

-motivate themselves intrinsically and behave with belief in themselves
 * Learning outcome: **

-Students will be learning the proper techniques for 4 different track and field events (sprinting, distance running, long jump and palant ball throw). The culminating activity for this unit will be Sport Day, a track and field competition for all students in grades 3-10, which will allow them to perform at a real track and field facility.
 * Description: **

1. Movement skills (students performance of proper techniques of track and field events)
 * Assessment: **

-This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom
 * Stand alone unit: **

**April 16**

Below you can view a video from the Grade 3 and 4 Badminton Unit. In this activity, called 'Keep it Up', students are working on their racket skills and hand eye-coordination by keeping the shuttle up in the air as long as possible.

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**March 27** __ Unit 7: Badminton __ **PYP Strand:**

-Health-related activities

**Learning outcome:**

-identify ways to live a healthier lifestyle

**Description:** -Students will participate in a variety of games and activities using badminton equipment. Badminton will be used as a model of an activity that a person can participate in throughout their lifetime, thus promoting a healthier future lifestyle. **Assessment** 1. Safety (teacher observation of students using badminton equipment in a safe manner) 2. Movement skills (students performance of proper techniques using badminton rackets) **Stand alone unit:** -This is a stand alon e unit and does not fit in with the unit of inquiry that the students are working on in the classroom

**March 22**

Below are pictures of the students' posters for the different games they created as part of the Game Inventors unit. Each group had to present their game using their poster as a guide as well have a demonstration. This past week was dedicated to the students having fun by going out and playing the different games.







**March 9** Below are a couple photos of the students hard at work this past week as they cooperate in their groups to create their games as part of the Game Inventors unit:





**February 28** __ Unit 6: Game Inventors __

**PYP Strand:** -Adventure Challenge

**Learning outcome:** -adopt a variety of roles for the needs of the group, for example, leader presenter

**Description:** -Students will be put into groups and each group will be responsible for creating a game for PE class. Each group needs to work together to create a game, make a poster, present the game and give a demonstration of the game.

**Assessment** 1. Behavior (teacher observations of how each student interact with classmates and involves herself/himself while creating the game) 2. Understanding of rules/content (through group presentations)

**Stand alone unit:** -This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

**January 30**

Below you can view a video from the Grade 3 and 4 Gymnastics Unit. Students are participating in a limbo contest at the end of a lesson that focussed on flexibility:

Congratulations to Saaya, who is the Grade 3 and 4 Limbo Champion for this year !!

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**January 24**

Below you can view a video from the Grade 3 and 4 Gymnastics Unit. A few students are performing a forward roll:

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**January 9** __Unit 5: Gymnastics__ **PYP Strand:** -Athletic Activities

**Learning outcome:** -demonstrates greater body control when performing movements

**Description:** -Students will learn, practice and improve and finally demonstrate body control during this unit **Assessment:** 1. Movement skills (creation of a short gymnastics routine, linking movements that demonstrate body control)

**Stand alone unit:** -This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

**December 16**

Below you can view some videos from the Grade 3 and 4 Movement Skills summative assessment task for the Basketball unit. Students were put into groups basked on their skill level (beginner, middle and advanced) and within their group they had to creat an assessment task that included both dribbling and bounce passing skills and challenged them at their own levels. The first video is of the beginner group and what they created, the second and third videos are of middle group 1 and 2 and their assessment creations. The advanced group also had to add a third skill to their creation and they chose shooting, which can be seen in the fourth video:

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**December 12**

Below you can see a couple of examples from the grade 3 and 4 basketball dribbling peer assessment in a .pdf file. Students were put into groups of 4 or 5 and the groups members observed and gave feedback on each other's performance in dribbling a basketball:



**November 22** __ Unit 4: Basketball __ **PYP Strand:** -Games **Learning outcome:**

-Self-assess performance and respone to feedback on performance from others

**Description:** -Students will learn, practice and improve on their dribbling and passing skills in basketball during this unit. **Assessment:** 1. Movement skills (performance of dribbling and passing skills using correct technique in isolated situations 2. Safety (teachers observations of how how they demonstrate safety during each lesson)  3. Behavior (teacher observation of how they act and interact with classmates during each lesson)  **Stand alone unit:**  -This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom


 * November 18 **

Below you can view some videos of the Grade 3 and 4 Movement Skills summative assessment task for the Soccer unit. Students were put into groups based on their skill level (beginner, middle and advanced) and within their group they had to create an assessment task that included both dribbling and passing skills and challenged them at their own levels. The first two videos are of the beginner group and what they created, the third and fourth videos are of middle group # 1 and # 2 and their assessment creations: media type="custom" key="11396186"

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** October 10 ** __ *Unit 3: Soccer: __ **PYP Strand:** -Games **Learning outcome:**

-regonize that committing to shared group goals in group situations improves individual and shared experences and outcomes **Description:** -Students will learn, practice and improve on their dribbling and passing skills in soccer during this unit. They will have the opportunity to particiapte in crab soccer (in which 4 balls are used) where they will work together with their team to accomplish group goals. **Assessment:** 1. Movement skills (performance of dribbling and passing skills using correct technique in isolated situations) 2. Safety (teachers observations of how how they demonstrate safety during each lesson) 3. Behavior (teacher observation of how they act during each lesson) **Stand alone unit:** -This is a stand alone unit and does not fit in with the unit of inquiry that the students are working on in the classroom

** October 5 ** Below you can view a short video of the grade 3 and 4 "Cooperation Kickball" activity. Students were placed into 2 teams, one on offense (kicking team) and one on defense. On student at a time on the kicking team had to kick a ball and run around the 4 bases. To get the runner out the defensive team had to get the ball, stand in a straight line and pass the ball over their head to everyone on the team. When the last person caught theball the team had to shout all together, "TEAMWORK".

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** October 3 ** Below you can view a couple of short videos of the grade 3 and 4 cooperative activity called "Frogs and Ants" where 3 frogs had to catch the ants. When caught ants had to lay down on their backs and stick their hands and arms up in the air. They waitied until 4 ants, who had not been caught, took them by their hands and legs and carried them to the "hospital".

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** September 22 ** __ *Unit 2: Cooperation __ **PYP Strand:** -Games -reflect critically on the effectiveness of the group during and at the end of the processs **Description:** -Students will participate in various cooperative games and activities in which they will work on their communication and team-building skills.
 * Learning outcome:**

-This unit fits in with the grade 4 Unit of Inquiry entitled: "Who we are."
 * Transdisciplinary Unit:**

** September 20 ** Below you can view a short video of the grade 3 and 4 activity called "Fitness Skillastics" and interactive board game in which students roll a die, move their game piece and perform various fitness activities together with their group:

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** August 29 ** __ *Unit 1: Fitness: __ **PYP Strand:** -Health-related activities -students will understand how daily practices influence short-and long-term health **Description:** -Students will participate in various fitness activities that will allow them to improve on the different areas of fitness (Aerobic Capacity, Abdominal Muscle Strength & Endurance, Upper Body Strength, Back Strength & Flexibility and Flexibility). They will also participate in the Fitnessgram Assessment, which will test their level for age and gender in the different fitness areas. A major highlight during the unit will be the Fitness Skillastics activity, a team interactive board game in which each team will roll their die, move their game piece and perform a fun fitness activity as a group. -This unit fits in with the grade 3 Unit of Inquiry entitled: "Who we are." The central idea of this unit is, "Health & Well Being - A balanced diet is essential for human health."
 * Learning outcome:**
 * Transdisciplinary Unit:**