Creative Writing Assignment: Create your own sport
After researching and learning about various types of sports and activities, create a new sport/active game/exercise that could inspire others. Design the rules and perimeters of the sport/game, and detail how it is played. Is it a recreational sport, or is it competitive? Does it require equipment? Are there teams involved or is it a one-on-one sport? Can it be played alone, or does it require a group? Do you wear a uniform? How is a score taken with this new sport? Are there any sports in your area that are similar to the sport you created? What sports teams exist in your area? Draft a handbook for this new sport, using a table of contents, correct grammar and spelling, and even include pictures/diagrams if necessary.
Reading and Oral Presentation: Book Clusters
Pick three or four (depending on class size) sports related books to read in class. Summarize each book before the class, and allow students to choose which book they’d like to read. Have students read a certain number of chapters each week, and then reflect with others in their cluster about what they have read. One student from each group should prepare a summary of readings to present to the class for discussion. Examples of books as follows: Free Baseball by Sue Corbett, The Boy Who Saved Baseball by John Ritter, Dan Guttman’s Million Dollar series including Million Dollar Kick, Million Dollar Strike, and Million Dollar Putt, etc. Who are some of the sports heroes in your area? Are there stories written/told about athletes/builders from your area? Research books, newspaper articles, histories, and the internet for stories about local sports heroes.
Oral Presentations: Sportscasters
Find some videos of Sportscasters or sports commentary on YouTube (careful of language content). Talk about what makes a sports cast interesting, and what makes each one different. How does a sports caster use voice to keep spectators interested? Have students write and perform their own sports casts or commentaries (based on real life or fictional sporting events) in pairs or as individuals. This can be a comical exercise for students to allow themselves to be a little silly. What makes a great sports commentator? Does a sport cast work better in pairs or with just one person? Suggest interesting sports to commentate on, like figure skating, rhythmic gymnastics, luge etc. that differ from the normal sports casting events. To incorporate the NB Sports Hall of Fame into this activity, research some sports history from your area. Students can report on events that happened in the past using sports ‘legends’ from their area. Information about athletes and sport builders can be found on the NB Sports Hall of Fame website, referenced at the beginning of this article.
Magazine Study: Sports Illustrated Sports Review
Have students acquire copies of Sports Illustrated Kids or a similar magazine to read and review. Have them read the magazine and write a review on their favourite/least favourite articles. Allow them to compare the accomplishments mentioned in the magazine to some of the things they learned from their Sports Ambassador. What sort of sports articles would New Brunswick be able to add to a magazine like the magazine? How else are athletes and sports recognized through print, aside from in a magazine? What about media? How do the athletes and builders from the NB Sports Hall of Fame receive recognition?
Magazine Study: Hall-O-Gram
Have students look at the NB Sports Hall of Fame’s “The Hall-O-Gram” newsletter. Allow them to make their own class sports newsletter, listing their own accomplishments (real or fictional depending on the nature of the classroom). Have students interview each other for comments/quotes, and have them write articles about each other for inclusion. Include student artwork, sport accomplishments, the latest sports scores etc.
Ask students to create a map showing sports played around the world. Research where different sports are played around the world, and map them accordingly. Compare this map to the cultural and environmental maps, and discuss. What is different? What is the same? What sports are affected by weather, growth, population density? Are sports a multicultural activity? What sports are played locally, and how does climate and culture affect that? Discuss a culture’s interest in a sport that cannot happen in their climate.
Explore how sports have evolved in communities locally. What is the sports history of your area? Who are the recognized athletes in your town or community? Have students collect newspaper clippings about sports events in your community, and compare to another town. Research who has been inducted to the NB Sports Hall of Fame in your community. Ask students to interview parents, grandparents, neighbours, and friends etc. to determine who their local and non-local sports heroes are. Ask students to bring in sports memorabilia that is important to them, and have them explain why. How does it relate to their culture, their environment, and their personal expression? This can also be researched on a provincial level: Who are the ‘great’ sports builders for New Brunswick, and how have they shaped the cultural sports traditions we have today?
Heritage Fairs provide an excellent venue for students to research and present projects based on the sports heritage of their area. New Brunswick’s Heritage Fair Program is part of a national education project developed to increase awareness and interest in Canadian history. Heritage Fairs are an opportunity to include your entire school in an educational, dynamic and exciting event. By participating in the program, teachers from all departments (social studies, history, language arts, core language and immersion, science and technology, math, sports and recreation, multi-media, art, music, enrichment etc.) encourage their students to learn more about their community while developing and expressing their creative talents.
More information about Heritage Fairs can be found at: http://www2.gnb.ca/content/gnb/en/departments/thc/heritage/content/heritage_fairs/2016.html
Post – Visit Activities: Grade 6 Physical Education
- Choose a new sport: Students can become actively involved in sporting activities as individuals, with a few friends, or as members of a team. Each student should pick a new sport, one that they are unfamiliar with, learn the rules and participate in this new sport.
- Life-long learning: There are many sports, like golf and hockey, which people can play, no matter how old they are, – to maintain a healthy lifestyle – while still having fun. Make a list of sports that you can continue to play for as long as you are able. Choose one of these sports and start participating now. Set your goals and plan a course of action for you to achieve these goals.
- Participation in several sports: As a class project, take a photograph of each student in the class participating in a sport. Place all the photos on a bulletin board display, or prepare a power point presentation for the class. For each month, take photographs of each student playing a different sport. By the end of the year, the photographs will show the large variety of sports in which students can become involved.
Post – Visit Activities: Grade 6 Health Education
- Jump Rope for Heart: http://www.jumpropeforheart.ca/onlineresources This is a great way to get your whole school involved in participating in sport. Jump Rope for Heart not only allows for exercise and sport awareness, but also raises money and awareness for the Heart and Stroke Foundation of Canada.
- Role Models: Invite to your school an accomplished New Brunswick athlete who participates in a sport not usually played at school (like gymnastics, fencing, bobsleigh or equestrian). Have them give a demonstration of their sport to you and your classmates.
- Healthy Diet: Keep a food journal of what each student eats for a week. Discuss this with relation to the Canada Food Guide to Healthy eating. Discuss what an athlete or a builder might eat as a healthy diet. Are all athletes’ and builders’ diets the same? What might a figure skater eat as compared to a body builder? Ask your Sports Ambassador if he or she had a special diet that they ate during training etc. Discuss why it is important to have a healthy diet.
- Active participation: Find out how far it is from your school to the New Brunswick Sports Hall of Fame in Fredericton. Arrange for your class to walk the same distance in as short a time as possible. Calculate the distance you and your classmates walk around the gymnasium, track – or to and from school each day – to accumulate this distance. Perhaps the teacher can arrange for a prize to the student who travels the greatest distance.
- Activity Journal: Students will record their activities and exercises in an Activity journal. They will compare and discuss after one week their activity as individuals and as a class. Students are encouraged to keep track of their physical activity and to report if they improve over the coming weeks. A competition for “most active class” could also be incorporated with tally sheets outside each classroom, or on each classroom door.
Post – Visit Activities: Grade 6 French Immersion
- (RAG: Communication et Langue) Communiquer efficacement en français, à l’oral et à l’écrit, et bien interagir dans des différentes situations ayant trait à leurs besoins et à leurs intérêts. Reconnaître et utiliser en contexte des éléments du code linguistique, à l’oral et à l’écrit, pour faciliter leurs communications en français.
- (La Dimension Physique) Cette dimension comporte tous les champs d’expérience reliés à la survie du particulier à son bien-être physique. (eg. Nutrition, exercice physique, mode, Autodéfense
- (La Dimension Sociale) Cette dimension comprend les champs d’expérience qui traitent de la vie sociale du particulier et de ses relations dans une société diversifiée, comme les activités socials.
Above are the curricular links from the Français langue seconde : français de base: Programme d’études et guide d’enseignement document, available online, that support a Sports Ambassador’s presentation, as well as the activities listed with the Grade 6 Language Arts, Social Studies, Physical Education, and Heath Education sections of this document. These outcomes support the programs and ideas suggested in this document, while aiding a student in the learning and understanding of a second language.