Central idea and objectives
Our central idea within the invasion games unit is to create an understanding of the concept of invasion and let the student experience this through a variety of activities. We are not so worried and focussed on (sport) specific skills although we do aim to develop the skills and sport specific concepts of the activities/games that we use to get the central idea across.
Our main objectives in the invasion games unit is to develop an understanding and knowledge about:
- PYP action cycle (plan-act-reflect)
- Strategizing (and adapting strategies!)
- Concept of attacking versus defending
- Moving into space
- Teamwork (communication and cooperation)
- Exploring/Developing PYP learner profiles
Intro into unit:
I started my units with small group discussion (student led mostly) focusing on three questions:
- What does invasion mean?
- What does the word concept mean?
- How would you define: moving into space?
Once playing I want my students to continuously go through the PYP action cycle and make them realize that they have the power to adapt their strategy at any point during an activity. All class reflection focuses on attitudes/behavior that obstruct & support my students in their teamwork (cooperation & communication). This means with the older students we address the different characters in class and variety of roles and responsibilities. What strengths do you have in your team and how can you best use them to reach your goal? (respect for differences, willingness to share). Generally, I use a PE stand alone central idea as a tool to develop trans-disciplinary skills. However, I also focus on skill development (focus on individual progress) and game specific rules and concepts.
PYP action cycle
From day 1 in the year I guide my students in the process of organizing their planning. The importance of making a plan together, independently, is what I have as a focus in every lesson I teach, no matter what age the students are!. I do not tell them how to plan, what to do and feel strongly that students should get a chance to go through conflict to develop understanding. So..... I let them plan, play and I observe. Reflection afterwards is focussed completely on the planning phase and inviting students to share their positive and negative thoughts about the planning phase, relating it to what I observed during the playing phase. Did they all know what was happening?, were they asked what they wanted to play?, did they share when they had a chance?, was the setting inviting and enabling all students to take part in the planning? etc etc. Conflict gives me a chance to sell the importance of planning, sharing and reflecting.
Once they improved their organization I increased focus on teamwork (cooperation and communication). the planning and reflection during a game is done independently by the students/teams. I reflect afterwards about their planning, reflection and teamwork (cooperation & communication)
My Grade 1 to 5 all played capture the flag in this unit as a start up game. Follow up was 2/3 vs 1 (throwing-catching) to develop moving into space and an understanding of attacking vs. defending, which expanded in 2v2 in grade 1 and 2, till 3v3 in grade 3 and 5v5 in grade 4 and 5. I played a modified game of bench-ball, where we used 2 areas/benches to attack on and defend so teams/players were able to show their understanding of tactics.
Although I had 4 weeks on paper, each grade level had only 5 or 6 lessons of about 40 minutes actual playing time. End of unit reflection was through a reflection sheet for grade 1 and 2. Grade 3,4 and 5 followed a socrative quiz, which they loved!
Unit of Inquiry
Grade 1 also focussed on Patterns as their PYP UoI and we looked at a movement pattern when you are defending someone 1 on 1. When the attacker moves into space, what does the defender? A worksheet
Grade 2 focussed on inventions in their UoI and so we started to look at building blocks of tag games and how we can use the building blocks and create a new game. What are essentials? My class came up with: 1) both teams/parties need to have a fair chance of "winning/ coming back into the game 2) There need to be another area and maybe safe places 3) It has to be fun! 4) when inventing you need to plan, reflect and adapt. It was great to see the creativity they possess and use when they get the chance to use it.
Grade 4 focussed on governments and various leadership styles. We started the unit with them putting them through a lesson with three sessions, 1st Military style, 2nd Democratic style and 3rd Anarchie. Due to data protection I cannot post the video but it was very powerful to show them the effects and consequences that each style has. Further during the unit we reflected on the styles and characters in class and how they these styles and characters influence the group process, productivity and efficiency in a lesson.
All in al, a successful unit that was fun to teach.
PE teacher LS
Dwight School Seoul