Inquiry Plan—Grade 3 Active Living: Physical Fitness (cont.)
Assessment For/As Learning
Effect of different levels of physical activity
on the body—Exertion
Students work in small groups and complete stations
that identify a variety of different physical activities,
for 1 minute per station. Activities might include vigorous
walking, jumping jacks, or skipping. Students monitor
their physical reactions (checking their heart rate, rate of
breath, ability to talk, sound of their breath, and perceived
exertion) during the physical activity. Following the activity,
students record their observations about their heart rate,
rate of breath, ability to talk, sound of their breath, and
perceptions of how hard they were working.
Observations Graphic Organizer (Appendix D)
Exploring enjoyment of participating
Students participate in a variety of physical activities
(e.g. Noodle tag, Everybody’s It, Animal circuit, co-operative
games) and reect on factors that contribute to their
enjoyment of being active.
Teacher observations, verbal feedback
Anecdotal Recording Chart (Appendix E)
Personal goal setting
Using the Think, Pair, Share strategy, students brainstorm
what they know about setting a goal. Have pairs share
their responses with the class. Consider recording student
responses on the board or chart paper. Students practise
setting a simple goal and recording it on an index card.
Students exchange goals with a peer to assess progress
toward their goals based on a checklist of criteria.
Educator can model a class goal.
Teacher observation with verbal feedback using Fitness
Self-Assessment Checklist (Appendix F)
Possible Reection Questions for Unit
• How did you feel during the activity we just completed?
• Did you enjoy that activity? What did you enjoy about the activity?
• What were some of the changes that happened in your body as you participated in the activity?
• What could be changed so that the activity would be more enjoyable for you and for everyone?
• What goal would you have next time?
• What are the benets of participating in physical activity and getting your heart beating faster?
• What do you need to do to get your heart beating faster and lungs working harder?
• Did you work hard enough to have an increased heart rate throughout the task?
Reection questions for setting a goal
• Did you participate in class activities that you planned in order to help you reach your goal?
• Did you do the home activities that you planned in order to help you reach your goal?
• What was the hardest part of trying to reach your goal?
• What would you change for your next tness goal?
Note: A tness inquiry folder/notebook could be used for students to record questions they have, information about
their degree of exertion, factors affecting tness, achievement of their goal, appendix material, how they feel/enjoy-
ment, and reections about any part of the process.
Ophea | 2016 | Inquiry-Based Learning in Health and Physical Education