To support student learning in the Gather and Organize component, a variety of skills are needed. These skills include:
- Determining valid, reliable, and current sources of information for the information needed
- Demonstrating the use and applicability of a variety of graphic organizers (e.g., matrix charts, Venn diagrams, fishbone, tree organizer, cause/effect, and timeline) to record and organize information efficiently
- Understanding the difference between qualitative and quantitative information
- Reading information and graphical texts, viewing information from video texts, and listening for information from audio texts or feedback from peers/educators
- Creating and using effective search terms
- Gathering information from a variety of primary and secondary sources
- Gathering sources with a variety of perspectives
- Skimming and scanning information
Educator Tips to Facilitate Student Learning For Gathering and Organizing
Educators may consider using the following implementation recommendations:
- Use a variety of graphic organizers. Some may be more appropriate to use depending on the type of information that students are recording.
- Use stations, with different types of sources to help build background knowledge prior to beginning an inquiry.
- Make a list of reliable websites for students to start with.
- When gathering information, differentiate the number of sources required in response to learner’s needs; the quality of the sources that students use is important.
- Whether it’s recording the results from fitness assessments over time, feedback from a peer, video recording of their movement skill performed, or information researched on a website, students can choose a variety of ways to organize information to meet the needs of the specific learning (e.g., tracking sheets, calendars, graphic organizers/mind maps, jot notes, self/peer assessments, portfolio, inquiry folder, apps).
Sample Curriculum Connections for Learning to Gather and Organize
With differentiated instruction and varying amounts of support, many of the following strategies can be used at all age/grade levels. For example, many of the examples at secondary are also applicable for many elementary students.
Active Living
What it can look like
Students can gather information by monitoring and tracking heart rates, run times, fitness assessment results
- Elementary: Students monitor their body’s response to physical activity by taking their pulse before, during and after an activity and record how they felt using a happy, sad or neutral face emoji
- Secondary: After setting a personal fitness goal, students track and record fitness assessment results related to their goal at the beginning, middle and end of semester
Curriculum Connections
(Ontario Ministry of Education, 2015)
1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education
Grade 4 A2.3 - assess their level of exertion during physical activity, using simple self-assessment techniques and explain how intrinsic and extrinsic factors affect the exertion required to perform physical activities
Grade 10 A2.4 - develop, implement, and revise a personal fitness plan [PS, CT]
Movement Competence
What it can look like
Students can gather information through self or peer assessment
- Elementary: Following a gymnastics sequence, students use a check mark to identify which skills they perform with the most confidence and circle which ones they need more practice in.
- Secondary: Student give and receive videographed peer feedback for a movement skill performed in a dance sequence and store the feedback in a class portfolio for future analysis.
Curriculum Connections
(Ontario Ministry of Education, 2015)
1.1 - use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living
1.5 - use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education
Grade 10 B1.2 - perform locomotor and manipulation skills in combination in a variety of physical activities while responding to external stimuli [PS,IS,CT]
Healthy Living
What it can look like
- Elementary: Students gather pictures of foods that enhance healthy growth and development for a person their age.
- Secondary: Using multiple credible sources, students gather information about food planning when considering the impacts of various diseases.
Curriculum Connections
(Ontario Ministry of Education, 2015)
Grade 2 C2.1 - use Canada’s Food Guide to assess the nutritional value of meals and identify food and beverage choices that enhance healthy growth and development
Grade 11 C1.1 - describe the impact of various diseases and health conditions on nutrient requirements, food choices, and meal planning
References
Ontario Ministry of Education. (2015a). The Ontario Curriculum, Grades 1 to 8: Health and Physical Education, 2015 (Rev. ed.). Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf.
Ontario Ministry of Education. (2015b). The Ontario Curriculum, Grades 9 to 12: Health and Physical Education, 2015 (Rev. ed.). Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/health9to12.pdf
