MYP Unit Planner

Unit title Teacher(s) Subject and grade level Time frame and duration Body Weight Exercise Routine P.E. Department Grade 8 Physical Education 3 Cycles 6 lessons

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

Area of interaction focus
Which area of interaction will be our focus? Why have we chosen this?

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

Prior careful planning prevents poor performance

MYP unit question

How can I make getting fit interesting for all?

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? Students will participate in group work displaying ability to design, lead and reflect on their lessons with a sports leader focus throughout this unit

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 *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

Mr M J Hooke ISD Physical Education

MYP Unit Planner

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 Use the learning opportunities on Edmodo that supports this unit. Achievement level 5/6 - Students selects, adapts and creates a wide range of aesthetic/ appealing/ visual moves that are appropriate to the requirements of this exercise task. The sequence shows a sophisticated/ complex use of space and your movements are performed very fluent. The composition/ structure is coherent/clear, and shows aspects of imagination, creativity and style. Achievement level 3/4 - Students have selected moves that are appropriate to the requirements of the task. Students show a use of space and are performed fluently. Students have a structure that is mostly coherent/clear, and shows some aspects of imagination and creativity with their ideas. Achievement level 1/2 - Students have selected or created some appealing/visual moves that are appropriate to the requirements of the task. Students show some use of space and the movements are missing a bit of fluency due to difficulty in creating moves. The structure is generally disjointed with many pauses, and shows limited creativity.

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.

Which MYP assessment criteria will be used?

PHYSICAL EDUCATION CRITERION B max 6 points D max 8 points

Mr M J Hooke ISD Physical Education

MYP Unit Planner

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?

Task 1 Assign new sports leader roles within class sub groups 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.

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 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

Mr M J Hooke ISD Physical Education

MYP Unit Planner

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

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.

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

Mr M J Hooke ISD Physical Education

MYP Unit Planner

Learning experiences How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? Students will work in their sports leader groups Sports leader (SL) groups are internally divided into sporting roles coach/manager/administrator/strength & conditioner/first aid/ media or PR/ The P.E. teacher educates students how to develop their subject knowledge within these (SL) roles. Sports leaders peer teach their subject area to their class members Lessons are conducted with a Game Sense theme with the use of mini games as a learning tool Students taught and then have the opportunity to demonstrate new skill knowledge in isolation and mini game environments Collaborative learning and self check MYP Body Weight Exercise Unit Planner shared with sports leader groups - Edmodo MYP Body Weight Exercise Unit Planner Rubrics for criteria tested - Edmodo Teaching strategies

How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? 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 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

Mr M J Hooke ISD Physical Education

MYP Unit Planner

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 reflectboth 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?

Mr M J Hooke ISD Physical Education