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MYP Unit PlannerUnit titleSmart Safety (Cycle Smart & Party Safe)Teacher(s)JBR MDO BDY GWT SHSSubject group(s) & discipline(s)PHEMYP Year & Duration (hrs)Year 3 4 weeks (650 minutes) Inquiry: Establishing the purpose of the unitKey ConceptRelated Concept(s)Global ContextChangeChoice & PerspectiveIdentities & RelationshipsStatement of InquiryMaking informed choices helps to minimise harmInquiry QuestionsWhat teacher questions will drive these inquiries?Factual?What are risky behaviours?ConceptualHow does knowledge reduce harm?DebatableIs cycling on the roads unsafe?Is it unsafe for teenagers to drink alcohol?ObjectivesSummative AssessmentWhat specific MYP objectives will be addressed during this unit?Party Safe: Criterion A1, A2, A3 Cycle Smart: : Criterion A1, A2, A3 Criterion C:1, C2, C3 Outline of summative assessment tasks(s) including assessment criteria: Party Safe: Criterion A: Students will be required to respond to a Party Safe Scenario. Cycle smart: Criterion A: Students will be required to answer questions related to road safety systems, cycling form, communication and decision makingCriterion C Task: Students will be assessed on their riding skills and techniques and safe decision making throughout the unit.Relationship between summative assessment task(s) and statement of inquiry:Party Safe: Criterion A: Students will need to be able to identify how making informed decisions can reduce harm when responding to the scenarioCycle smart: Criterion A: Students need knowledge of road rules and safe riding form in order to minimize harm when riding. However, the choices they make and how they communicate with others is also very important.Cycle Smart Criterion C Task: Students will demonstrate their ability to demonstrate safe riding skills and decision making in practical sessions.Approaches to Learning (ATL)How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?Thinking Skills ATL sub skill: Critical thinking skillsEvaluate and manage riskPropose and evaluate a variety of solutionsAction: Teaching and learning through inquiryContentLearning ProcessLesson Structure:HW: Prior to lesson ()Lesson 1:?(Cycling Safely)Considerations for a safe rideCommunication, environment, equipment, health, fitness, conditions, others, road rulesPre-ride, during ride, post rideBike MaintenanceSetting up for success – tyre pressure, seat height, brakes, helmetGeneral rideLesson 2:(Cycling skills 1)BrakingCommunication – SignallingScooteringRoad rulesCadenceLesson 3:(Cycling Skills 2)Use 5 different forms of communicationGearing –How do gears work?Hook TurnScooteringLesson 4?(Identifying & Managing Risk)Negotiating guttersNegotiating accentsNegotiating a variety of terrains and surfacesShared pathsRoad RidingDefensive RidingSkills tests – BasicSkills tests – ComplexLesson 5?(Identifying and Managing risk)Identify 5 risks & how you would adapt to them.Riding in a pelotonRiding positions and defensive ridingRiding down hill on a track – hazards to identifyShort off campus ride (railway station hill)Lesson 6Written Assessment Task (Criterion A Test)Team Pokemon ChallengeE.g. Team challenge around the school where they have to locate hidden pokemon. Video cameras are set up around the school to assess criterion C in specific locationsteamchallengecluesLesson 7-8?External Rides (Additional staff required)Short Ride – 1 hrExtended ride – 3 hrsAssessment Task:Students will be presented with a scenario to critically analyse. Using?their knowledge and understanding from the unit?they will dissect the task from different perspectives and highlight the influences and attitudes presented in the scenario. They will also identify risks and ways to minimise them.You will be assessed on both Criterion A (Knowledge & Understanding)Lesson Structure – Party Safe (Alcohol)Lesson 1: (Knowledge, Culture and Harm reduction)Does having an informed understanding help to reduce harm?How is knowledge and culture interconnected?RelationshipsCultureInfluenceLifestyle ChoicesHow does this relate to alcohol usage in teensAttitudes towards alcohol usageCreating a culture (Alcohol Advertisements)World Drinking Culture (World Maps)Influences on alcohol useParents and familyPeersEnvironmentPersonal beliefs & valuesPhysiological factorsGeneticsFoetal Alcohol SyndromeWhat do you already know about alcohol usage in Australia and in the world?ACTIVITIESWorld Maps ()Misconceptions & statisticsActivity (Stile Live Poll)Attitudes towards alcoholContinuum ActivityLesson 2 (What is Alcohol? How does have knowledge about alcohol potential reduce harm?)AlcoholWhat is alcohol (The low down on alcohol video clip and?)Binge drinkingAlcohol guidelinesAlcohol Products and labellingTypes of alcoholic drinksStandard drinks & imageBAC (Blood Alcohol Content)ACTIVITIESPouring standard drinks (L15 or Atrium for practical activity or interactive drink measure?)Sip sizeLesson 3 (EFFECTS- How does understanding risk reduce potential harm?)Effects on the body and brainPhysical, emotional, social, short term, long termHow does alcohol affect different people?Alcohol and genderComplex equation – variables (Drug, person, environment)ACTIVITIESVideo clips on? vision goggles (Practical Activity)Complex Equation TaskLesson 4 (RISK – How does being able to identify risk reduce potential harm?)Risk FactorsEnvironmental and individual characteristicsUnderage DrinkingRisk TakingBehaviours and drug useAlcohol and risk takingPoly drug useReducing harm & making safe choicesResponsible usage and staying in controlRefusal strategiesACTIVITIESRisk Continuum (Identifying risks)Risk ScenariosRefusal StrategiesLesson(s) 5/6 (How can an adolescent minimise harm to themselves and others?)Protective BehavioursHow can you minimise risk?Supporting othersLooking after friendsIf something goes wrongAlcohol poisoningBasic first aidAssessment TaskStudents will be presented with a scenario to critically analyse. Using?their knowledge and understanding from the unit?they will dissect the task from different perspectives and highlight the influences and attitudes presented in the scenario. They will also identify risks and ways to minimise them.Learning experiences and teaching strategiesClass discussion prior to lesson, related to inquiry questions, to gauge students’ prior knowledgeOutline the inquiry questions that are being focussed on at the start of each lessonVaried approaches from teacher driven to small groups brainstorming ideas. Think/ pair/ share. Continuum activities (risk continuum)Practical activities for Party Safe: impaired vision goggles and the standard drink activities. Flipping the classroom: youtube clips are posted on flipping physedIn Cycle Safe, activities are set up so that students can explore their capabilities on a bike: emergency braking, slow riding and tight cornering are three examples.Formative assessmentQuestioningClass discussions and in class activitiesObservation of students riding ability and decision makingDifferentiationDifferentiation will occur by catering needs of students. Providing extra assistance where needed as well as extension activities as required. Models and exemplars as well as scaffolding of materials for all students (e.g. vocabulary lists, research guides, and guided questioning).Using ICT in the classroom and interactive whiteboards.Students use individual notebooks for internet research and development of presentations.Students will be resourced with Health resources.Students will be encouraged to work within a social environment that is respectful of differing opinions based on prior learning experiencesProvision of beginner riding lessons prior to unit commencement for weak ridersScaffolded practical activities when doing activity stations. More challenging tasks for more confident riders. Resources driveInstructional models of teaching Flipping phys ed MYP Phys EdReflection: Considering the planning, process and impact of the inquiryPrior to teaching the unit:During teaching:After teaching the unit:Develop resources Students to view videos on flippingphysed.Actively observing relationships and interactions between students Modification of activities based on understanding and participation and safetyReflecting on effectiveness and relevance of activities Interruptions and necessary changes throughout the unit (changes of lesson sequencing) Moderation of summative assessment tasks Review and reflect on the effectiveness of the concept based learning approach Improvement on activities to increase student participation Professional dialog with other Year 8 teachers to improve best practice ................
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