Submitted by: Judith Isbell
Collaborators: Rebecca Harris, Laura Sloan, Lauri DiMatteo, Scott Hook
School: Holladay
Summary
Fifth grade students will study an aquatics safety unit during Physical Education classes for 4 weeks. The unit will culminate with a field trip to the YMCA where they will be able to to put what they learned to the test. They will see how their knowledge of aquatics safety could help them in several water stations related to boating safety, personal safety, swimming assists, snorkeling and personal fitness. The students will document the experience by taking pictures and video during the field trip. When students return to school, they will be asked to write a paragraph explaining what they learned about water safety. Students will complete the writing process and compose well written paragraphs to be used in the creation of class books documenting the field trip. One group of students from each class will be instructed to create a book to document the field trip and share aquatic safety rules. The students will be given a choice of web-based and computer-based programs to construct the book. They will use photos and video from the field trip, drawings from Pixie, and excerpts from student writings. They will also have access to the Aquatics Safety handbook as a reference. The book will be shared with 5th grade students next year to introduce the field trip during their Physical Education classes. The book will also be shared on Schoolspace for other elementary school physical education teachers to use as a resource as well as on the fifth grade website for parents to view, and on Ms. Isbell’s blog.
TIPC Ratings
Students use information and resources to apply knowledge to real-world situations and accomplish real-world tasks. Students took the pictures and video themselves, They wrote the book and chose the presentation format themselves. This is in the Approaching Range because it was largely student-directed with a teacher-assigned topic.
The students worked in groups from the beginning to the end to create their books. They shared their books globally through the Internet. They collaborated on the text of the books, using bits and pieces of their own work. This is in the Approaching range because students collaborated beyond the classroom using teacher-directed tool.
The students reflected upon the previous safety lessons, the aquatics safety manual, and the field trip to create “what if” scenarios for problem solving. This is in the Approaching range because students worked on a specific authentic task.
The students created a product for a specific audience. The students created original work. This is in the Approaching range because all students created the same type of product.
Student Artifact
Download Files
Contents:
