Grade 7: Track and Field



Grade 7 Unit Plan

Track and Field

By: Lindsay Oneil

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Run, Jump, Throw… and away we go!

Table of Contents

Philosophy of Physical Education 3

Introduction 4

Grading Description 5

Hypothetical Student 6

Unit Plan Outline 7-10

Forms of Assessment

Shot Put Checklist 11

High Jump Checklist 12

Journal Entry 13

Activity Benefits Health Cooperation Do It Daily For Life!

Philosophy of Physical Education

My philosophy of physical education centres around the development of positive physical identities. It is essential that teachers create an environment which is both safe and fun for children and youth. Through this environment, it is my goal to help each and every student become comfortable in their bodies and emerge with a positive view of their physical identity. I personally believe that this is the most important element of physical education.

Furthermore, I hope to encourage and develop a love of life long learning in multiple subject areas, with my primary focus on physical education. I intend to do this through meaningful activities that challenges and promotes student growth. In an attempt to create meaningful connections that will stay with them and transfer later into their lives, I will highlight and utilize activities that target the interest and needs of my students. I also believe in the importance of performance based learning or assessments. Through performance, students can gauge their skill level, and analyze their improvement and progress. I believe that it is of the utmost importance to include students in the assessment process as their involvement produces meaningful learning.

Additionally, physical education should encourage continual involvement in physical activity, staying healthy, and staying active for life. I hope to not only instil a passion for lifelong physical activity, but provide students with the knowledge and abilities to do so.

Lastly, effective teaching requires that we remember that we are teaching significantly more than fundamental sport specific skills; we are teaching life skills as well.

Introduction

The Track and Field Unit targets individual pursuits in alternative environments. The aim of this unit is to develop basic skills that are fundamental to Track and Field events, as well as other physical activities. The structure of the unit is optimal for personalized instruction and allows each student to be successful. It also allows each student to progress at their own pace while monitoring their own improvement. There is minimal pressure to perform at the same abilities as others which allows for a safe and encouraging learning environment.

I chose to utilize a number of different assessment methods to highlight a range of abilities and strengths. The unit begins with a questionnaire to gather information on students’ interests and prior knowledge. The information gathered here will help guide the instruction and progression of the unit.

Following instruction, ample time will be provided to allow students the opportunity to refine and master the skills. Not only will students learn from practice and peer feedback, but they will learn through games as well. Follow a period of practice, students will participate in an initial skills test. This test will be graded on completion and be used as a comparison later in the unit. The skills test will provide feedback for the students, and guide their learning for the rest of the unit. Near the end of the unit, students will participate in a final skills test that will evaluate use of proper technique as well as improvement from their initial test. This test will be structured as an assessment of and as learning.

Following the completion of the skills test, students are required to complete a journal component which allows them the opportunity for self-reflection. This method targets assessment as learning which allows for student involvement in their education.

Grading Description

The Track and Field Unit is comprised of seven forms of assessment. Assessments will be a combination of formative and summative and will total 100 marks.

1. Pre-Assessment Questionnaire

2. Performance (Skill) Test (5%)

a. Shot Put/Discus

b. Long Jump/High Jump

3. Peer Checklist *

4. Journal x 2 (15% x 2)

5. Skills Test 2 (30%)

a. Shot Put/Discus

b. Long Jump/High Jump

6. Quiz (30%)

7. Participation (5%) **

*The peer checklist will be formative in nature and allow for peer feedback as well an individual reflection. Checklists will be completed multiple times throughout the unit and for each skill.

**The participation mark will be determined in collaboration with each student and will evaluate: cooperation, leadership, positive attitude and participation.

Hypothetical Student

Student: Henry Silo

1. Pre-Assessment Questionnaire (Formative)

2. Performance (Skill) Test

a. Shot Put/Discus = 2.5/2.5

b. Long Jump/High Jump = 2.5/2.5

3. Peer Checklist (Formative)

4. Journal

a. Journal 1 = 13/15

b. Journal 2 = 12/15

5. Skills Test 2

a. Shot Put/Discus = 12/15

b. Long Jump/High Jump = 14/15

6. Quiz = 27/30

7. Participation = 4.5/5

Total = 87.5/100

= 87.5%

|Lesson |GLOs |SLOs |Learn|Asses|

| | | |ing |sment|

| | | |Activ| |

| | | |ities| |

|Starts facing the opposite direction of the throw | | | | |

|Holds shot put under their jaw and on their neck | | | | |

|Holds shot put with dirty fingers, and clean palms | | | | |

|Bends knees with weight forwards | | | | |

|Twists hips around, swings arm around and pushes low to high | | | | |

|Pushes shot put explosively upwards and forwards | | | | |

|Keep elbow high and follow through | | | | |

1 = rarely executes this element successfully

2 = occasionally executes this element successfully

3 = usually executes this element successfully

4 = always executes this element successfully

High Jump Check List

|Peer Checklist |1 |2 |3 |4 |

|Student utilizes a fast J shaped approach | | | | |

|Lead leg is consistently bent | | | | |

|They drive their arms in an upward motion | | | | |

|Head is turned toward their shoulder | | | | |

|Back is arched as they jump | | | | |

|As they land, they fall onto their shoulders | | | | |

1 = rarely executes this element successfully

2 = occasionally executes this element successfully

3 = usually executes this element successfully

4 = always executes this element successfully

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Journal

Journal Activity – Please complete the following.

1. Record your best throw for:

a. Shot Put ______________

2. Use the feedback from your peer checklist as well as your experiences to describe your current ability and technique. Highlight what areas you need to improve on.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. Set a goal related to shot put that you would like to achieve by the end of the unit.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. Identify how you plan to achieve your goal from question 3.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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