Physical Education and Mathematics - Report Example

Rationale & Integrated Lesson Plan (Physical Education & Mathematics) Name: Institution: Professor: Course: Date of Submission: Rationale & Integrated Lesson Plan (Physical Education & Mathematics) Introduction The dynamism in the education sector has seen it take on new strategies (Greg, Darla & Smith, 2004). Different theories and practices have been developed to foster better methods in teaching and learning. Every new approach comes with different objectives aimed at making the curriculum wholesome, inclusive and beneficial to the learner (Greg, Darla & Smith, 2004). In the recent past, studies have shown that integration across the curriculum has been taken up with such gusto. Other than the use of technology in teaching, research has shown that a major thrust in the education sector lately has to do with integrating content in different subjects within the core curriculum (Greg, Darla & Smith, 2004). Integration is defined as the utilization of the mutual relationship between subjects within the curriculum and having their concepts taught in a single lesson (Greg, Darla & Smith, 2004). This implies that within the core curriculum, there exist correlations that would be taught concurrently to maximize on the positive outcomes in both subjects. According to research, integration boosts learning. This paper will examine the Rationale for an Integrated Lesson in Physical Education and Mathematics. Most importantly, the paper looks at the aspects of ‘why’, ‘how’ and ‘what’ in regard to the integrated lesson plan. In addition, the paper details a sample integrated lesson plan which includes Health and Physical Education and Mathematics. Rationale for Integration in Education An integrated lesson plan is one that brings on board two or more subjects within a single lesson. According to education theorists, integration practice assists learners to gain a better understanding of vital ideas that are inherently common in the integrated subject areas (Taylor et al. 2011). As a result, the learner will be in a better position to combine the ideas and knowledge from one integrated area and apply the knowledge in tackling the challenges in the other area (Taylor et al. 2011). This application of knowledge helps the learner in dealing with tasks in school as well as in life. Integrating HPE across the curriculum especially in early school years has particularly been given prominence in the recent studies (Taylor et al. 2011). This is attributed to the fact that children basically learn through play and/or movement. Therefore, away from the general benefit of HPE in promoting physical health, HPE as a subject is also central in the student’s life and education. By way of movement and play, the learner develops important skills in communication, expression as well as in learning (Taylor et al. 2011). This implies that lessons that with integrated movement will be better understood by learners, as opposed to those that the learner is passive. Theorists have suggested that integration in curriculum boosts comprehension and enhances curriculum content in different environments (Taylor et al. 2011). It also helps learners to transfer and apply the knowledge and skills acquired in one subject area to another. Integrated Lesson Plan in Physical Education and Mathematics In most curriculums all over the world, teaching of Mathematics is compulsory. It helps learners to develop numeracy skills among other mathematical skills (Greg, Darla & Smith, 2004). It forms part of the core content in most curriculums the world over. For a long time however, teaching and learning math has been a taunting task. Recent study cases in pedagogical approaches have shifted focus on how best to make math an enjoyable subject (Greg, Darla & Smith, 2004). Different perspectives have been offered in this regard. One of the strategies includes integration with other subjects such as in Health Physical Education. As a school, Light Academy has remained dedicated to a culture of producing all round citizens for a better tomorrow. The school has as its mission: “to be a centre of academic excellence, by creating an enabling environment to the learners in order for them to become future productive citizens; through inculcating relevant knowledge and skills”. As part of this culture, the school esteems a well coordinated HPE program that has been integrated with math, science, and Language Arts. The school’s idea about HPE is embedded in the national school curriculum. According to the school curriculum, HPE has a role in assisting students in developing aptitudes and beliefs that are needed for frequent physical activities. A well coordinated HPE program has both individual as well as physical benefits (Silverman & Ennis, 2003). In the wake of rampant cases of obesity in the wider community, the school has taken initiatives to institute a HPE program aimed at raising awareness and promoting a healthy lifestyle among students and teachers (Silverman & Ennis, 2003). Through the program, as enshrined in the National Curriculum on HPE, the school hopes to achieve an obesity free generation by promoting physical health through HPE. An example of an integrated lesson in HPE and Mathematics could include the following. Name of Activity: Physical Education/Math Integrated Lesson Topic: Arithmetic: Place Value Purpose of the Activity According to the Victorian Department of Education objectives, a good HPE program targets to help the students in attaining the following key motor skills: catching, kicking, running, jumping, throwing, bouncing, leaping, dodging and punting (Greg, Darla & Smith, 2004). In accordance to the National Curriculum requirements in HPE, the purpose of this activity will be to develop the loco motor skills such as skipping, hopping, running, jogging and dodging (Silverman & Ennis, 2003). The skills are done in a cooperative setting while reinforcing the mathematical concepts of addition, subtraction and arithmetic. At key stage 3, the VELS standards identify “Numbers” as a key concept in Mathematics. The integrated lesson of HPE and Math will therefore help in applying the motor skills from HPE in the mathematical concepts of addition, subtraction, multiplication, division and place value. Alternatively, VELS Standards in math list “Measurement” as another area that students are introduced to at level 3. This way, the skills in running, jumping and hoping could be used in the mathematical concept of “Measurement.” (Silverman & Ennis, 2003). Prerequisites: Preceding the integrated lesson, students ought to have sufficient understanding of the mathematical concepts of “Place Values,” addition, subtraction, multiplication and/or division. The teacher should explain these concepts beforehand in the classroom. In addition, the learners are required to be able to execute basic loco motor skills such as skipping (Taylor et al. 2011). Suggested Grade Level: Level 3 Materials Needed: Numbered Cones, Flash Cards, Floor Tapes and Marker Pens. Description of Idea The area for the activity is foremost divided into ten sections (Greg, Darla & Smith, 2004). This can be done with the help of cones and floor tapes. Ten different cones are then labeled with the digits 0-9. Alternatively, the teachers can employ the use cone sleeves or digits which are taped on the cones. A numbered or labeled cone is then put in the middle of each of the ten labeled sections. Students are then arranged in partner pairs and they decide who will take the "ones" place value and who will be the "tens" place value (Greg, Darla & Smith, 2004). The instructor then calls out a loco motor skill and a math problem with a two digit answer. For example the teacher could decide that “Skipping” as a motor skill is equivalent to 3 x 5 (Taylor et al. 2011). The students utilize their loco motor skill to move to the appropriate section within the activity space as earlier labeled. In the example the student who is designated the "tens" place would skip to the area marked with the "1" cone and the student designated the "ones" place would skip to the area designated with the "5" cone hence, (3 x 5 = 15) (Greg, Darla & Smith, 2004). It is important to note that problems within the upper elementary grades could become more complex. For instance, they would require a three digit answer. In the event that this happens, the tutor could simply increase the number of students in each group, say three and not two (Greg, Darla & Smith, 2004). Variations: This approach is of advantage as it can be used with other motor skills such as the foot and hand dribbling skills (Silverman & Ennis, 2003). Assessment Ideas: In order for the teacher to assess the success of the lesson, it is important to have a mechanism to tell (Silverman & Ennis, 2003). In this lesson, the students can be given a mini quiz of the mathematics problems presented in the class (if working in cooperation with the classroom teacher) to add force to the mathematical concepts. Students could also be allowed to come with different combinations of figures which they try practicing at their own pace. Students are assessed on correct knowledge and performance of the loco motor skills as well. Teaching Suggestions: The teacher should remain vigilant to ensure every student understands and does not merely copy from their friends. In the event that students start to copy from their friends, the teacher should vary the activity by giving each group a card, such as flash card, with their own math problem and loco motor skill to eliminate copying. It is also important that the teacher bears in mind the five dimensions of health related fitness (Gilbert, 2004). The teacher has to make sure that the students who take part in the physical activities are healthy and can meet the composition dimension in health related fitness. Similarly, the activities should be in tandem with the levels of endurance for the students. The fact that the lesson is meant for level 3 implies that the activities should not be too strenuous (Gilbert, 2004). The teacher should ensure that the physical activities promote flexibility. This way, teacher sees to it that the activities involve the movements of the limbs, hands and other important body parts. All the activities should be within the strength levels of the pupils (Gilbert, 2004). Adaptations for Students with Disabilities: Teachers have to maintain a keen attention in their classes to establish the different achievement levels of each of their students. It is important in coming up with relevant ways to help those student with special needs. This activity can be modified to match the cognitive and psychomotor developmental stage of learners. This could be achieved through adapting the math problems to the suitable level. Alternatively, the use of colors versus mathematics problems can also be used. Intended Educational Outcomes Integrating HPE in teaching mathematics is an interesting as well as an informative exercise (Gilbert, 2004). The lesson will target to achieve a number of outcomes from general to more specific. The basic things that the lesson targets to achieve include: the learner being able to perform locomotor skills, being able to communicate and cooperate with the rest of the team and displaying good manners (Gilbert, 2004). On a higher level, the learner will be expected to apply the locomotor skills in mathematical concepts. In the spirit of inclusiveness, the teacher has to ensure that all the students remain attentive and take part in the activity. The roles are assigned to pupils who act them out as the rest of the class observes for understanding. Lesson Plan Lesson Objectives: By the end of the lesson, the learner should be able to: 1. Perform the “skipping” motor skill 2. Find the place value of different numbers using the “skipping” method 3. Maintain discipline, be cooperative and show team work 4. Answer correctly the questions in the assignment on page 67 of the Macmillan Mathematics Student’s Course Book Level 3. Lesson Structure: Time Introduction (Set): Teaching Approaches 11:20-11:30 AM REVIEW OF THE PREVIOUS LESSON The teacher reminds students about the last item that was learnt (Introduction to Place Values). Informs pupils about the activity ahead. PAIRING The teacher gets students arranged in partner pairs in readiness for the physical activity -Pupils pay keen attention to the review by the teacher -Pupils change into their game skits and head to the field. (Should maintain these pairs) Time Main Content: Teaching Approaches 11:30-12:10 MOTOR ACTIVITIES-The teacher partitions the activity area into ten sections using cones and floor tape (Greg, Darla & Smith, 2004). - The ten different cones are labeled with 0-9. - A numbered cone is placed in the centre of each of the ten sections Students are then arranged in partner pairs and decide who will be the "ones" place value and who will be the "tens" place value - The teacher then calls out a loco motor skill and a math problem with a two digit answer. PLACE VALUES “ONES”: The student designated the "ones" place would skip to the area designated with the "5" cone “TENS”: The student who is designated the "tens" place would skip to the area marked with the "1" cone. -The pupils remain attentive as the teacher takes them through the instructions. -They pay close attention to the pattern and color of the cones. - The students utilize their loco motor skill to move to the appropriate section within the activity space as earlier labeled. -The students are asked to observe students with different designations in relation to their skipping movements. Time Main Content (Continued) Teaching Approaches APPLICATION & IDENTIFICATION From the example the student who is designated the "tens" place skips to the area marked with the "1" Similarly the student designated the "ones" place skips to the area designated with the "5" cone Therefore, (3 x 5 = 15). -Learners are asked to follow the illustrations by the teacher, from the demo from fellow pupils Differentiation: -From the example, the pupils will progress with other combinations at their own pace following the example given Time Conclusion: Teaching Approaches 12:20-12:30 The teacher goes through important sections of the lesson and welcomes questions and problems about the topic and the exercise in general. ASSIGNMENT Teacher directs the students to the assignment in the Course Book pg 68 (Question 2a, b, c, d & e). Teacher thanks the pupils for displaying appropriate behavior or points out on the mistakes the pupils might have committed and warn them. Teacher bids the pupils good bye and releases them for Lunch Break. -Pupils ask questions about the exercise and the topic. -Pupils take down the assignment instructions from the teacher. Resources (Include equipment required for class and/or for teacher preparation) Safety Considerations/Materials Assessment Conclusion Pedagogy is an important aspect in every education system. In order to make this important factor in education better, theorists have come up with ways to carry out this. One such way is through integration of content from different subjects into a single lesson. Integration is defined as the mutual relationship between subjects within the curriculum. This is based on the idea that within the core curriculum, there exist relationships that would be taught concomitantly to maximize on the positive outcomes in both subjects. According to this paper, integration boosts learning. This paper examined the Rationale for an Integrated Lesson in Physical Education and Math. In particular, the paper looked at the aspects of ‘why’, ‘how’ and ‘what’ in regard to the integrated lesson plan. To illustrate how integration between math and HPE could be done, the paper gave a sample of an integrated lesson plan. References: Gilbert, B. (2004). Life Skills Training Middle School Level 3 - Curriculum Set. New York: Princeton Health Press. Greg, M., Darla, R. & Smith, J. (2004). Integrating Physical Education, Math and Physics “The Journal of Physical Education, Recreation & Dance” Vol. 75. Silverman, S. & Ennis, D. (2003). Student learning in physical education: applying research to enhance instruction. London: Human Kinetics. Taylor, K. et al. (2011). The Principal's Guide to Curriculum Leadership. New York: Corwin Press. Read More