Baltimore City Public School System s2

Baltimore City Public School System

Dr. Andres Alonso, Chief Executive Officer

Division of Teaching and Learning

Linda Chinnia, Chief Academic Officer

Department of Academic Achievement

Dr. Barbara Wheeler, Academic Achievement Officer

Office of Early Childhood Education

Dr. Brenda Kelly, Director

Office Curriculum and Instruction,

Multicultural Education, and Diversity

Dr. Judith Smith, Director

Physical Education

Jessica Ivey, Coordinator of Athletics and Dance

LaDonna Schemm, Interim Curriculum Specialist

Curriculum Writers

Lisa Michael, Curtis Bay Elementary #207

Dorothy Marasa, Mt. Royal E/M #066

Curriculum Reviewers

Shanieka Herndon, School # W.E.B. DuBois High School #418

Jon Kmetz, School # Lakeland Elementary-Middle School #012

Alphonse Nnadozie, Baltimore City College High School #480

Jennifer Smith, Digital Harbor High School #416

Part III

Physical Education

High School Units

Understanding By Design

INDIVIDUAL SPORTS

The Introduction to Individual Sports will provide the students opportunities to participate in activities that are easily adapted to different levels of ability and varying degrees of vitality and vigor. It will incorporate the use of games and sports, as well as, dance to assist the students in their achievement of the goals of education. This course will provide each student with opportunities to be successful in the development of fitness, the development of motor skills, and the acquisition of knowledge and appreciation through movement. The activities utilized in this course will include, but will not be limited to, tennis, badminton, track and field, dance, and fitness. As a part of this course, students will develop physical skills and acquire knowledge of and an appreciation for efficient and creative movement through participation in a sequential program of varied activities. While developing coordination, balance, dexterity, and body suppleness, individual activities encourage self-confidence and determination. Mastery of minimum skills may initiate lifelong interests in a particular activity. As a part of this course, students will be afforded the opportunity and encouraged to develop a greater knowledge base concerning contributions made by all ethnic groups and to view athletics and sports from other perspectives. Individual activities often enhance as well as test one’s abilities. Since they are likely to be of social value as well as physical value, they are highly adaptable to lifestyle applications from youth through adulthood.

Baltimore City Public School System

UBD Template Design

Course: _Individual Sports______/ Grade: _9-12___

Unit Title: Golf / Grade Levels: 9-12
Subject/Topic Areas: Physical Education
Key Words: Individual Sports, Golf
Unit Designer: Lisa Michael, LaDonna Schemm / Time Frame: 3-4 weeks
School District: BCPSS / School:

 Link to Content Standards / MSA Assessment Limits (if applicable)

MSDE Content Standards
1.0  Exercise Physiology – Students will demonstrate the ability to use scientific principles to design and participate regularly, in a moderate to vigorous physical activity program that contributes to personal health and enhances cognitive and physical performance on a variety of academic, recreational,
2.0  Biomechanical Principles - Students will demonstrate an ability to use the principles of biomechanics to generate and control
force to improve their movement effectiveness and safety.
3.0  Social Psychological Principles - Students will demonstrate the ability to use skills essential for developing self-efficacy, fostering a sense of community, and working effectively with others in physical activity settings.
4.0  Motor Learning Principles - Students will demonstrate the ability to use motor skill principles to learn and develop proficiency
through frequent practice opportunities in which skills are repeatedly performed correctly in a variety of situations.
5.0 Physical Activity – Students will demonstrate the ability to use the principles of exercise physiology, social psychology, and
biomechanics to design and adhere to a regular, personalized purposeful program of physical activity consistent with their health,
performance, and fitness goals, in order to gain health and cognitive/academic benefits.
6.0 Skillfulness - Students will demonstrate the ability to enhance their performance of a variety of physical skills by developing
fundamental movement skills, creating original skill combinations, combining skills effectively in skill themes, and applying skills.

 Brief Summary of Unit (including curriculum and unit goals)

The students will be able to demonstrate the basic golf fundamentals, as well as explain the history, biomechanical analysis of golf skills, and media and video technology needed to create a summer camp advertisement.

 Unit Resources (including printed materials, resources and Internet Resource Links)

Golf Vocabulary
Golf Lesson
Golf Block Plan
Rubrics – Videotape, Timeline, Brochure
Materials:
Golf clubs and balls
Tees
Putting greens
Paper, pencil, markers
Video-camera, videotapes, DVDs or CDs
Sample brochure
Course syllabus
Computer access

 What enduring understandings are desired?

Students will understand that golf is a life long activity that enhances personal fitness and improves self confidence.
Students will understand that correct techniques involving proper body mechanics will improve basic skills and accuracy that increases with practice.
Students will understand that golf is a worldwide sport and how it evolved.
Students will understand that golf can be dangerous and safety rules must be enforced at all times.
A

 What essential questions will guide this unit and focus teaching and learning?

Why is golf a lifetime activity?
What mechanical principles are involved in the golf swing and are they also used in other activities?
How does practice makes perfect relate to everyday life and your future plans?
What aspects of golf make it multicultural?
What are the safety concerns for golf and the participants?
B

 What key knowledge and skills will students acquire as a result of this unit?

Students will know
·  Vocabulary and terminology used in the sport of golf e.g.
full swing, stance, posture, setup, grip,
pitching, putting, woods, irons, tee, mental
skills, strategy, etiquette, safety rules.
·  Key technical information using correct biomechanics in the execution of golf skills.
·  Important events and people in the history of golf.
·  How to design a brochure and/or develop a video. / Students will be able to
·  Demonstrate the knowledge of an appropriate vocabulary by designing a brochure and/or video.
·  Demonstrate the following skills with correct biomechanics – full swing, stance, posture, setup, grip, pitching, putting, mental skills, strategy, etiquette, safety rules.
·  Demonstrate the ability to analyze in detail the following skills with correct biomechanics: full swing, stance, posture, setup, grip, pitching, and putting.
·  Develop a timeline for golf that includes the important people and events for the sport.
C

What evidence will students understand?

 Performance Tasks (summarized) (Complete a Performance Task Blueprint

[Worksheet 3.4] for each task.)

Your task is to develop an advertisement for a summer golf camp. You are the camp director and you must recruit enough campers for the program to be successful by talking to students and parents.
You will create a videotape (DVD/CDROM), and/or a brochure describing the camp and its golf program. Your product must meet the following criteria: visually attractive, correct spelling and grammar, include technically correct skills, skills to be taught, fun activities, time, date, and cost.
DØ
DØ

OTHER EVIDENCE (Use the Blueprint for Other Evidence (Worksheet 3.5)

to describe assessments other than performance tasks.)

 Pre Assessments, Quizzes, Tests, Prompts, and Work Samples (summarized)

·  Pre-assessment – What do I know about golf?
·  Vocabulary quizzes (terminology)
·  Individual skill tests (full swing, stance. Posture, setup, grip, pitching, putting)
·  Biomechanical analysis of an individual skill selected by the student (selection of an above skill)
·  Completed timeline (events and important people)
·  Peer assessments (daily practice of skills to be skill tested)
·  Unit test
Test Accommodations:
See student’s IEP to check the appropriate accommodations/modifications needed for testing.
EØ
EØ

 Unprompted Evidence

(e.g., observations and dialogues)  Student Self-Assessment

·  Observation of daily skills practice (daily practice of skills to be skill tested)
FØ / ·  Skills checklist: Pre and Post (full swing, stance. Posture, setup, grip, pitching, putting)
·  Daily homework journal
GØ

Ø D ▬▬▬▬▬▬▬▬▬▬▬▬

Task Title: Design Your Own Golf Camp

Appropriate Time Frame: 3-4 Weeks

 What desired understandings/content standards will be assessed through this task?

1.0 Exercise Physiology
4.0 Motor Learning / 2.0 Biomechanics
5.0 Physical Activity / 3.0 Social Psychological
6.0 Skillfulness

 What is the purpose of this assessment task?  Formative X Summative

 Through what authentic performance task will students demonstrate understanding?

Creating a brochure and/or video, DVD, or CDROM.

 What student products/performances will provide evidence of desired understandings?

Brochure and/or videotape, DVD,
or CDROM
Timeline construction / Skill Tests
Written unit test and journal / Self assessments
Peer assessments

 By what criteria will student products/performances be evaluated?

Accurate

Meaningful

Appropriate

Credible

Perceptive

Meta-cognitive

 What type of scoring tools will be used for evaluation.

(Use a separate sheet for scoring tools.)

 Analytic rubric X Holistic rubric X Criterion (performance) list X Checklist

ØEFG ▬▬▬▬▬▬▬▬▬▬▬▬

E. Pre Assessments, Quizzes, Tests, Prompts, and Work Samples
X List : Vocabulary quiz, Unit Test,
Pre and Post skill tests, Completed timeline,
X Pre-Assessment
X Assignments
X Quiz/Test
 Other:
X Observation
 Work Sample
 Other: ______
·  Pre-assessment – What do I know about golf?
·  Vocabulary quizzes (terminology)
·  Individual skill tests (full swing, stance. Posture, setup, grip, pitching, putting)
·  Biomechanical analysis of an individual skill selected by the student (selection of an above skill)
·  Completed timeline (events and important people)
·  Peer assessments (daily practice of skills to be skill tested)
·  Unit test / F. Other and Unprompted Evidence
●What will be assessed?
X Knowledge
X Skill
X Understanding
●How will evidence be collected?
X Teacher notes
●What type of assessment will be used?
 Selected response
 Academic prompt
 Brief constructed
response
●What is the assessment’s purpose?
X Diagnostic
X Formative
X Summative / G. Student Self-Assessment
●What will be assessed?
X Knowledge
X Skill
X Understanding
●How will evidence be
collected?
 Quiz/Test
 Teacher notes
●What type of assessment
will be used?
X Selected response
 Academic prompt
 Brief constructed
response
●What is the assessment’s purpose?
X Diagnostic
X Formative
X Summative

 What other assessment evidence beyond the performance task will be collected during this unit?(including progress monitoring)

●Describe the assessment and state the prompt(if applicable).
Pre-assessment – What do I know about golf?
Vocabulary quizzes (terminology)
Individual skill tests (pre and post)
Biomechanical analysis of an individual skill selected by the student
Unit test
●By what criteria will student responses be evaluated? (Complete if applicable.)
Rubrics
/ ●Describe the assessment and state the prompt (if applicable).
Observation of daily skills practice (daily practice of skills to be skill tested)
●By what criteria will student responses be evaluated? (Complete if applicable.)
Rubrics
Teacher notes / ●Describe the assessment and state the prompt (if applicable).
Skills checklist: Pre and Post (full swing, stance. Posture, setup, grip, pitching, putting)
Daily homework journal
●By what criteria will student responses be evaluated? (Complete if applicable.)
Rubrics

●What type of scoring tools will be used for ●What type of scoring tools will be used for

evaluation? (Check if applicable.) evaluation? (Check if applicable.)

 Analytic rubric  Checklist  Analytic rubric  Checklist

 Holistic rubric  Answer key  Holistic rubric  Answer key

What Sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?

Consider the WHERETO elements from the student’s perspective.
Consider the WHERETO elements from the student’s perspective.
·  Self assessment of golf knowledge using guide questions
·  Introduce essential questions and emphasize that golf can be used as a lifetime activity to attain and maintain personal fitness goals?
·  Introduction to objectives, history (timeline events and important golfers), terminology, skills taught and analysis, assessments (end of unit product), safety rules.
·  Explain daily homework journal – discussing what you learned in class today
·  Examine how to breakdown a skill for analysis
·  Discuss sequences to writing a brochure and/or set-up of a video analysis of a golf skill.
·  Pretest skill checklist.
·  Teach basic golf skills
·  Practice basic golf skills
·  Discuss golf etiquette and rules
·  Mid-evaluation of end product
·  Choose one golf skill to breakdown for analysis as a class for an example
·  Sign-up list for skill analysis
·  Begin skill analysis by constructing graphic organizers such as an outline, diagram, or web
·  Review how to videotape, narrate the production, edit, and criteria to be included
·  Review terminology and definitions of the skills used in golf by using an academic vocabulary word list chart. Use of facts, rules, and principles.
·  Re-practice skills and re-evaluate checklist for post skill assessment
·  Compare different sample camp brochures
·  Discuss group work timeline assignment. Be sure to include golfers of minority or multicultural ethnic origins. (multiculturalism and diversity)
·  Presentation of brochure and/or videotape
·  Administer Written unit test
Diverse Learners:
Accommodations will be made based on students’ individual needs and IEP recommendations.
Provide a blank graphic organizer for inclusion students to use – this website may be helpful: http://www.edhelper.com/teachers/graphic_organizers.htm
Beginning ELLs and inclusion students may make advertising posters instead of brochures. Can also do a video to demonstrate the technique of a proper golf swing. Also may need to give students extra time to touch and hold equipment.
GATE:
Create Power Point presentation to persuade city and state officials to provide more putting greens in the urban/suburban areas.
Cross Curricular:
Reading and Writing- Student will read to perform a task. Student will complete BCR writing activities, Technology- creating a videotape, DVD or CDROM.
Mathematics – Timeline, scoring
Social Studies – Timeline, history of golf
H
H

 Unit Design Packet

Contents / Status
X Completed template pages
X Completed blueprint for each performance task
X Completed blueprint for other evidence
X Directions to students and teachers
X List of materials and resources
X Suggested accommodations
X Suggested extensions /  Initial draft (date: ______)
 Revised draft (date: ______)
 Peer reviewed
 Content reviewed
 Field-tested
 Validated
 Anchored

Golf Rubric – Timeline