All Project Kits

Physical Awareness 13-14

  • Level : From 15 to 17
  • Key competencies : Cultural expression / Digital / Foreign language / Learning to learn / Maths / science and technology / Social and civic
Download project kit PDF
  • Objectives

    To increase mastery in a foreign language.

    To learn about other European cultures.

    To Increase knowledge in Maths (manipulating formulas, analytic geometry, conics) and Physics (Kinematic, Dynamic, Fluids) experimenting the laws and the trajectories of the objects during PE classes.

    To improve the ICT skills of pupils.

    To learn how to work and cooperate in international groups at a distance.

  • Process

    The partner teachers work together to decide which activities in PE class will be chosen to measure certain laws of Physics and which mathematical calculations would be best suited to analyse this. Or appropriate activities to blend with Biology or Health Science.

    The pupils introduce themselves on the TwinSpace using Voki or some other means, and spend some time speaking to each other through eTwinning live videoconference.

    The pupils are then divided into groups at school level and each school group is matched with a school group in the partner school.

    Tasks will be done by each school group who will come together with their partner group to discuss and exchange findings. Each combined group will be in charge of publishing one part of the project.

    The final goal will be preparing an eBook presentation with the collaboration of all the pupils in each group. All the pupils will see all the presentations and will answer to a common test with questions learning many things about the Physics in Sport.

    Suggested tasks could be initial ice-breaking activities, CLIL activities on the specific vocabulary, forum discussions of specific topics of fitness or health topic, specific challenges set by one group to another, videoconferences, eBooks summing up the activities done during the meetings, and a common written test.

  • Evaluation

    Pupils can test their knowledge at the end of the project by answering a common test about the project results (a sample test may be found in the TwinSpace of the original project linked from the Links tab).

    Through discussion in class and between classes.

  • Follow-up

    This project could be expanded to include a pupil exchange, either funded by Erasmus+ mobility or through school funding.

    The pupils could be hosted by their partners at home to reduce costs.

    The index of tasks in each exchange could include the following:

    1. Practice sport together and collect data (position, time, speed, energy, etc.)

    2. Apply Physics and Maths to the data. International groups during exchanges

    3. Publish results in some public way
    You could also plan a school presentation for parents and other members of the local community, or have a dissemination corner with posters and photographs etc. in each school.

Comments (5)

  • I m a physics teacher and ı m doing phd in physics field in the same time. so we want a part of this project with my students. contact me. ayazahmet@msn.com

    Ahmet Ayaz 21.12.2015
  • Hi! I am an English teacher at a high school in Kayseri, Turkey, and I would like to join this project. My email is mdorukozcan_38@hotmail.com Thank you.

    Ömer Özcan 02.03.2016
  • I'd like to partecipate. I'm an italian physics teacher. antonio.zanazzo@istruzione.it

    Antonio Zanazzo 25.04.2016
  • I'm very interesting in this kind of project. We alredy do this in my schoo for the "día de la Ciencia" and always is fun and students learn a lot in a different way. Any volunteer to develop in an international dimension??

    mónica garcía martínez 08.09.2016
  • Bellissimo questo Kit di progetto. Sono un insegnante di Educazione Fisica nella Scuola Secondaria di secondo grado, attualmente utilizzata come docente potenziatore nell'attuazione di un progetto di Educazione Alimentare e cibo. Ma questo progetto mi ha incuriosita perché mi ha riportata ai tempi dell'università che ho frequentato ad Urbino, quindi alle lezioni di "Cinesiologia del movimento" e di "Ginnastica Artistica", in cui la rappresentazione mentale del movimento prima di eseguirlo e la la percezione sensoriale della fase aerea di alcuni movimenti (come ad esempio la l'uscita dalla trave alta) sono soggetti alle leggi della fisica. Per questo penso che tale progetto sia utile agli alunni a far capire l'importanza dello "schema mentale di un movimento" nell'apprendimento delle prassie (movimenti coordinati in vista di uno scopo e un fine, come ad es, nuotare, andare in bicicletta, guidare l'auto ecc.) utili per la vita quotidiana. Quindi un imparare ad imparare, ossia il saper essere e il saper fare per la VITA non solo per la Scuola.

    Anna Maria Fiore 02.11.2016