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This routine helps students to reflect on their thinking about a topic or issue and explore how and why that thinking has changed. It can be useful in consolidating new learning as students identify their new understandings, opinions, and beliefs. By examining and explaining how and why their thinking has changed, students are developing their reasoning abilities and recognizing cause and effect relationships.

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FPA.1.6 Lists the benefits of daily physical activity.

1a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

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Students will use flipgrid to record themselves for 2 minutes on “how I used to think...but now i think”.  The topic will be over physical and health literacy and how they perceived it before watching the youtube video, to how they perceive it after watching the video.

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HANDS UP | 1 - Introduction to Physical & Health Literacy

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What do you think about it?What questions or puzzles do you have about?What does the sport make you want to explore?

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The Think-Puzzle-Explore thinking routine is more inquiry-based than the popular fact-generated KWL. In order for the use of this routine to be most effective, the teacher's language plays a vital role in initiating student.

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MS 24.6 Demonstrates correct technique for basic skills in 1 selected outdoor activity.

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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First students will watch the following video on team handball. Then students will write a blog answering the three different questions; What do you think about team handball? What questions or puzzles do you think about team handball? What does the sport of team handball make you want to explore?

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Learn the basics of Olympic team handball.

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This routine helps students describe what they see or know and asks them to build explanations. It promotes evidential reasoning (evidence-based reasoning) and because it invites students to share their interpretations, it encourages students to understand alternatives and multiple perspectives.

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Carcenas. (2018, August 19). Team Handball... What More to Learn?! Retrieved from https://clairearcenas.wordpress.com/2014/03/25/team-handball-what-more-to-learn/

TNDOE. (n.d.). TNDOE PE Standards [PDF]. Retrieved April 7, 2020, from https://www.tn.gov/content/dam/tn/education/standards/pe/std_pe_gr_6-8.pdf

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TNDOE. (n.d.). TNDOE PE Standards [PDF]. Retrieved April 7, 2020, from https://www.tn.gov/content/dam/tn/education/standards/pe/std_pe_gr_6-8.pdf

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FPA.6.6 Completes a 2 week activity log and compare results to a formal fitness test.

1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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Students will complete a 2 week log of the pushup and sit up test. They will start with a pre test to see how many they can do of each. They will then start their log and keep track of their progress. They will then complete a post test at the end of the 2 weeks. After students have their pre and post test results score they will have to create a video using flipgrid. In the video the student must talk about their results and justify why they either showed improvement or didn’t. They will also compare their results to the standards for 6th grade male and female students.

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TNDOE. (n.d.). TNDOE PE Standards [PDF]. Retrieved April 7, 2020, from https://www.tn.gov/content/dam/tn/education/standards/pe/std_pe_gr_6-8.pdf