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Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?
Human Ingenuity Creator of structure and a producer of a design all tied in with music
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Objective 1 Students (ALL) work in Sports Leader groups and investigate how to create a wide range of appealing and visual exercise sequence/moves that meet the requirements of the exercise task*. The planned sequence shows a use of space and your movements are performed fluently. The movement structure is to be clear, and shows imagination, creativity and style. Your movement routine will be performed to music and to your P.E. class Criteria B
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*Exercise planning task in groups of 3 researches and plans an exercise sequence to music that includes a 1. Warm up (arms, core, legs), 2. 2 x exercise moves that targets chest, 3. 2 x exercise moves that targets core, 4. 2 x exercise moves that targets legs, 5. Static stretch cool down (arms, chest, hamstrings, quadriceps and neck). *30 seconds work for each exercise with 10-15 second rest Criteria D Objective 2 Complete Exercise Planning Task hand-out with your group members and each student will email Mr Hooke - your Weebly web link of your COMPLETED Exercise Planning Task hand-out Criteria D Objective 3 Students (ALL) will practice during P.E. lessons and in their own time their body weight exercise routine Criteria D Objective 4 Your completed body weight exercise routine will be performed to your P.E. class last P.E. lesson during cycle 3 of this unit Criteria B Objective 5 Students (ALL) will develop their sports leader certificate (SLC) responsibilities Observation only Criteria A & D Objective 6 Students will complete unit action plan first lesson for this unit and evaluate their end of unit performances to include to their P.E. weebly portfolios
Which specific MYP objectives will be addressed during this unit? OBJECTIVE A Movement Composition max 6 points
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OBJECTIVE D Social skills and personal engagement max 8 points Take an active role in there own learning process and demonstrate enthusiasm and commitment when taking part in theory lessons, warm-up, peer teaching/feedback and exercise movement activities. Communicate effectively, including basic verbal and nonverbal forms of positive communication Demonstrate attitudes and strategies that supports and encourages others inclusion and improvement Show respect and sensitivity to them self and others during all learning opportunities.
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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?
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1. 2. 3. 4. 5. 6. 7. 8.
Students have the opportunity to learn new sports related leadership roles over the course of the year Roles will change from P.E. unit to P.E. unit Students will be provided with the opportunity to gain leadership experience peer teaching and assessment Develop sport specific techniques and fitness. Appreciate and be able to execute sport specific terminology Share planning and administration. Demonstrate responsible leadership. Work effectively within a group towards common goals.
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Strength & Conditioner - Coach - First aid officer - Manager - Official/umpire/referee Administrator - Media officer
Task 2 Students will complete unit action plan during their first lesson and evaluate their unit at the end connecting the action plan and the reflection - submit into their P.E. portfolios Weebly account
Task 3 Complete Exercise Planning Task hand-out with your group members and each student will email Mr. Hooke - your Weebly web link of your COMPLETED Exercise Planning Task hand-out Task 4 At the start of each lesson - Students will lead their sports leader groups a) Check that all students are present and have the correct equipment or if anyone is injured or ill (manager) b) through a mini energiser game warm up (Coach) and then stretch dynamically (strength & Cond) c) the students will arrange a class fitness competition, who plays who, when, wins, losses and points (administrator) d) the students will teach the rules and guidelines for the class competition (official/ referee/umpire) P.E. teacher guidance
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Task 5 Students (all) work will complete a TABATA work out 20sec - 10 sec rest = 4mins
Task 6 Students (all) work in SLC groups on practicing during P.E. lessons on their body weight exercise routine with music and tech support
Final Task lesson 6 Completed body weight exercise routine will be performed and recorded to the P.E. class last P.E. lesson during cycle 3 of this unit
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ORGANISATION
Punctuality and preparation for the class. Keeping P.E. portfolio organized. Students to ensure appropriate kit is used for lessons Sports Leader Groups Manager lead responsibility
COLLABORATION
Students actively participate in practical and theoretical work. Students to develop ability to work in groups giving accurate critical feedback as necessary = evaluating ones own and others achievements hamburger method Students to demonstrate positive group ethos and teamwork - Sports Leader Groups where by respecting similarities and differences that all people can contribute.
COMMUNICATION
Students to develop accurate and appropriate unit terminology planning task Students to demonstrate an understanding the benefits of constructive feedback 3 layered method positive / area of improvement / how to improve area of improvement (hamburger method). Listen to others and contribute positively towards them. Students to demonstrate an ability to answer sports specific questions and communicate effectively EAL students are paired up with other native speakers uses of Google translate where appropriate.
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INFORMATION TECHNOLOGY
Students will utilize ICT as an opportunity to observe footage of batting sports and techniques and training ideas or matches. Research source materials on the internet and library
REFLECTION
Demonstrate an ability to critically evaluate their own and others performances. Be aware of their own strengths and weaknesses ACTION PLAN - 3 layered feedback positive comment, area of improvement (AOI), how to improve AOI
THINKING
Students to develop appropriate questioning and inquiry in relation to sporting, unit context and teacher/peer listening & questioning
TRANSFER
Risk taking = how to solve a problem = attempting something new. A skill that is transferable to other learning situations, an important aspect of modern life
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At the start of each lesson the students are connected with the three intended learning outcomes for the lesson (ILOs) Lessons are conducted with a Game Sense theme with the use of mini games as a learning tool Students demonstrate new skills and try new knowledge with a mini game environment; where the students have regular breaks in play to demonstrate their knowledge & understanding (K & U) with key questioning and group discussions MAKING THINKING VISIBLE Whole part whole lesson & reciprocal peer teaching IDEAS - teaching style = all learning styles Visual learners from watching Auditory learners from listening & explanation Kinaesthetic learners from doing/participating in the activity. LETS SEE IT = where students observe an example of what is expected this allows EAL and SEN students to benefit
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Reciprocal teaching Self guided discovery Differentiation required for all lessons - working towards (WT) achieving the objectives and working beyond (WB) achieving expectations. During lessons tasks have two levels fundamental and challenging written tests will be given to EAL and SEN departments with extra time granted
Resources
What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students experiences during the unit?
Student laptops - A4 white board (24) white board markers stop watches x 7 first aid kit ice iPad dongle projector clip boards x 6 sports leader unit plan speakers student lap tops and smart phones
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Ongoing reflections and evaluation
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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?