MYP unit planner - Confex



Physical Education unit planner

|Unit title |Get Moving |

|Teacher(s) |Nobel Middle School PE Department |

|Subject and grade level |Physical Education Grade 6 |

|Time frame and duration |8/9 months |

Stage 1: Integrate significant concept, area of interaction and unit question

|Significant concept(s) |

|What are the big ideas? What do we want our students to |

|retain for years into the future? |

|Exercise is the Best Medicine |

|Unit question |

|How does movement improve quality of life? |

|Final Assessment |

|What task(s) will allow students the opportunity to respond to the unit question? |

|What will constitute acceptable evidence of understanding? How will students show what they have understood? |

|Graph of pre/post FITNESSGRAM scores with listing of benefits for the components of health related fitness. |

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Stage 2: Backward planning: from the assessment to the learning activities through inquiry

|Content |

|What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? |

|What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the |

|significant concept(s) for stage 1? |

|The unit will focus on students developing…. |

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|California State Standards: |

|3.1 Assess the components of health-related physical fitness (muscle strength, muscle endurance, flexibility, aerobic capacity, and body |

|composition) by using a scientifically based health-related fitness assessment. |

|Students will participate in the FITNESSGRAM pre/post test. |

|3.2 Compare individual physical fitness results with research-based standards for good health. |

|Students will create a bar graph and answer questions to draw a comparison of individual results with healthy fitness zone FITNESSGRAM |

|standards. |

|3.3 Develop individual goals for each of the components of health-related physical fitness (muscle strength, muscle endurance, |

|flexibility, aerobic capacity, and body composition). |

|Develop SMART goals from FITNESSGRAM pre-test. |

|3.4 Participate in moderate to vigorous physical activity a minimum of four days each week. |

|Students will participate in a variety of fitness activities for each of the five components of fitness during and outside of class. |

|3.5 Measure and evaluate changes in health-related physical fitness based on physical activity patterns. |

|Students will evaluate pre/post FITNESSGRAM assessment results. |

|2.3 Analyze and correct errors in movement patterns. |

|Student will be able to analyze and correct errors related to the principle of opposition in various movement patterns. |

|2.4 Provide feedback to a partner to assist in developing and improving movement skills. |

|Use of peer assessments. |

|2.7 Identify the time necessary to prepare for and begin a forehand stroke and a backhand stroke. |

|Think-pair-share and/or discussion about the time necessary to prepare for and begin a forehand stroke and backhand stroke. (Link to |

|common core speaking & listening for technical subjects) |

|5.1 Participate productively in group physical activities. |

|Students will participate productively in group activities related to the learning of opposition. |

|Common Core: 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific |

|scientific or technical context relevant to grades 6-8 texts and topics. |

|Students will determine the meaning of key terms and other domain-specific words and phrases as they are used in a specific scientific or|

|technical context (physical education is a science based discipline). |

|Learning experiences |Teaching strategies |

|How will students know what is expected of them? Will they see |How will we use formative assessment to give students feedback during the|

|examples, rubrics, templates? |unit? |

|How will students acquire the knowledge and practise the skills|What different teaching methodologies will we employ? |

|required? How will they practise applying these? |How are we differentiating teaching and learning for all? How have we |

|Do the students have enough prior knowledge? How will we know? |made provision for those learning in a language other than their mother |

| |tongue? How have we considered those with special educational needs? |

|Students will be provided with a sample graph of pre/post |Formative Assessments: |

|FITNESSGRAM data. |Online FITNESSGRAM Play 60 Report Pre/Post |

|Students will graph pre assessment data as practice for |Graph of pre assessment data |

|practice of graphing skills. |Hypothetical Play 60 reports |

|Demonstrate understanding of hypothetical Play 60 FITNESSGRAM |Teaching methodologies: |

|reports. |Visual aides, guided practice, higher order questions with synthesis and |

|It is not likely students have enough prior knowledge since we |analysis |

|have noticed that many incoming 6th graders do not know the |Provides differentiation for all since personal data is used for graphing|

|five components of fitness. |of pre assessment data and pre/post assessment data. |

|Resources |

|What resources are available to us? |

|Resources: Heart rate monitors, FITNESSGRAM software report, FITNESSGRAM assessment, study guide (to be created), rubrics, Ready Set |

|Gold guest speaker, |

Ongoing reflections and evaluation

|In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for |

|teaching and learning” section of MYP: From principles into practice. |

|Students and teachers |

|What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? |

|What inquiries arose during the learning? What, if any, extension activities arose? |

|How did we reflect—both on the unit and on our own learning? |

|Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action? |

|Possible connections |

|How successful was the collaboration with other teachers within my subject group and from other subject groups? |

|What interdisciplinary understandings were or could be forged through collaboration with other subjects? |

|Assessment |

|Were students able to demonstrate their learning? |

|How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students|

|were invited to achieve at all levels of the criteria descriptors? |

|Are we prepared for the next stage? |

|Data collection |

|How did we decide on the data to collect? Was it useful? |

|Students and Teachers: |

|Possible Connections: |

|Assessment: |

|Data Collection: |

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Figure 12

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