Do you ever wonder if STEM and project-based learning (PBL) can happen in the physical education classroom? If you were to watch the fifth grade students at White Oak Elementary during their physical education class, you may see this nontraditional approach to improving physical fitness come alive.

Students begin a new school year by measuring their fitness levels with the pretest of the FITNESSGRAM and analyze the data. They are then given a choice of working on improving their cardiovascular endurance or muscular strength and endurance. Students are then placed in small project groups, based on their pretest scores and the area in which they want to improve. After a week of research in the media center, students begin to develop a workout plan that is targeted to improving their goal (improving cardiovascular endurance or muscular strength and endurance). Students spend a week exploring the equipment room and developing two workout plans, consisting of four different exercises for each plan. This nontraditional approach allows the students to develop their own workouts instead of the teacher telling the students which exercises to perform.

Each time students come to their physical education class, they go directly into their workout plans and execute those plans for the first twenty minutes of class. In addition to completing all four exercises within the given twenty minutes, they are responsible for reflecting in their workout journal. Each workout plan is conducted for two weeks. At the end of the two weeks, the students start their alternate workout plan. Students are expected to increase their intensity each time they begin their workouts.

At midyear, students track their progress by completing a midyear assessment. After the assessment, group conferences are held with the teacher to analyze the data and reflect on how close students are to reaching their goals. Most groups, at this point, choose to change some exercises to improve the quality of their workouts. Throughout the year, the groups are constantly adjusting their workouts as they get closer to their goals. After the posttest, the groups collaborate on their go public. The purpose of this project is to create something to help the fourth grade students have a better understanding of their PBL project in fifth grade.

The fifth grade students at White Oak Elementary really enjoy the project based learning in physical education. It is rewarding to see the students learn how to make improvements in their workout plans and develop exercises that challenge them. Once the students leave fifth grade, they are equipped with the knowledge that can be applied to help them be physically fit throughout life.

Do you ever wonder if STEM and project-based learning (PBL) can happen in the physical education classroom? If you were to watch the fifth grade students at White Oak Elementary during their physical education class, you may see this nontraditional approach to improving physical fitness come alive.

Students begin a new school year by measuring their fitness levels with the pretest of the FITNESSGRAM and analyze the data. They are then given a choice of working on improving their cardiovascular endurance or muscular strength and endurance. Students are then placed in small project groups, based on their pretest scores and the area in which they want to improve. After a week of research in the media center, students begin to develop a workout plan that is targeted to improving their goal (improving cardiovascular endurance or muscular strength and endurance). Students spend a week exploring the equipment room and developing two workout plans, consisting of four different exercises for each plan. This nontraditional approach allows the students to develop their own workouts instead of the teacher telling the students which exercises to perform.

Each time students come to their physical education class, they go directly into their workout plans and execute those plans for the first twenty minutes of class. In addition to completing all four exercises within the given twenty minutes, they are responsible for reflecting in their workout journal. Each workout plan is conducted for two weeks. At the end of the two weeks, the students start their alternate workout plan. Students are expected to increase their intensity each time they begin their workouts.

At midyear, students track their progress by completing a midyear assessment. After the assessment, group conferences are held with the teacher to analyze the data and reflect on how close students are to reaching their goals. Most groups, at this point, choose to change some exercises to improve the quality of their workouts. Throughout the year, the groups are constantly adjusting their workouts as they get closer to their goals. After the posttest, the groups collaborate on their go public. The purpose of this project is to create something to help the fourth grade students have a better understanding of their PBL project in fifth grade.

The fifth grade students at White Oak Elementary really enjoy the project based learning in physical education. It is rewarding to see the students learn how to make improvements in their workout plans and develop exercises that challenge them. Once the students leave fifth grade, they are equipped with the knowledge that can be applied to help them be physically fit throughout life.