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. |
| |
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…. |
| |
|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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