Communi-Quete: 2 A l-action by Irene Bernard, Spiral Bound | Indigo Chapters

This unit supports the current campaign to promote fitness awareness, through both the final product and the process. As you progress through the unit, you and your students will encounter many opportunities to "get active". The unit's approach to fitness is broad enough to include lesstraditional physical activities and exercises for the non-competitive student, as well as to provide more opportunities for those with a more competitive nature. In the course of the unit students participate in a variety of activities, e. g., reading fitness tests, viewing sports demonstrations, listening to and solving sports riddles, conducting fitness tests with classmates, and participating in exercises to develop general physical fitness. Final Task: Students work with a partner to create a physical fitness video for their chosen sport. In the video, students describe their sport, e. g., equipment and characteristics, including some general health benefits. They discuss general skill requirements that reflect strength, flexibility, or endurance. Pairs then offer a short demonstration of these physical skill requirements, as well as some exercises to support development of the skills. The TRB is organized into 8 to 10 "lessons". Each lesson is broken down into three phases: Pre-Activity, Activity, Post-Activity. The TRB containsmethodology, language, content and outcomes summary charts, and comprehensive lesson plans written by practicing teachers. Also includes assessment and evaluation with reproducible rubrics, checklists and worksheets, as well as additional activities (in reproducible master format). In every thematicunit, teaching notes are provided for combined grades, differentiated instruction for varying ability levels and for varying the final task. | Communi-Quete: 2 A l-action by Irene Bernard, Spiral Bound | Indigo Chapters