2012 MYP unit planner

Unit Title
/
Broadening the lines (Badminton)
Teacher(s) / Lee Catchpole
Subject and Grade Level / Physical Education – Grade 8
Time frame and Duration / Quarter 3
Stage 1: This stage can be summed up as the integration of key elements of units of work.
Area of Interaction Focus
Which AoI will be our focus? / /
Significant Concept(s)
What are the big ideas? What do I want my students to retain for years into the future?
Human Ingenuity: Taking action to
think creatively.
Why: Students will develop the ability to take action to think creatively in familiar and unfamiliar situations. / Adaptation: Students will develop an
understanding of how to adapt to
changing situations through thinking
creatively.
PE Specific: Sport (Badminton) requires
the ability to adapt rapidly and think
creatively.
MYP Unit Question (guiding)
How does the ability to adapt and think creatively impact on success?
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 games of badminton as singles and doubles using regulation rules.
Students will participate in game play scenarios in which they will need to adapt to and creativity think about in order to overcome.
Students verbally discussing and practically demonstrating creative thought in action in order to adapt and problem solve will constitute acceptable evidence of understanding.
Students will show what they have understood through game play
Which specific MYP objectives will be addressed during this unit?
·  Demonstrate the skills and techniques necessary for active participation in some more
complex performance situations in a variety of game situations
·  Apply tactics, strategies and rules in some more complex performance environments in both
individual and group situations
·  Communicate effectively, including basic verbal and nonverbal forms of communication
·  Demonstrate attitudes and strategies that support and encourage others
·  Make an informed reflection upon their own achievements
·  Set simple goals to enhance learning and take action towards achieving them
Which MYP assessment criteria will be used?
A.  Use of knowledge
C.  Performance
D.  Social skills and personal engagement
What other local assessment(s) will be used?
1. Know how to perform a front hand serve.
2. Know how to perform a backhand serve.
3. Know how the scoring system works
4. Compete as singles and doubles.
5. Know the rules of the game.
Stage 2: Backward planning from the assessment to the learning activities through inquiry
ContentWhat knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the guiding question?
What (if any) state, provincial, district, or local standards/skills are to be addressed?
Knowledge and skills that will enable students to respond to the unit question:
·  Students will develop a theoretical knowledge and practical understanding of how to play a
variety of badminton shots.
·  Students will develop a theoretical knowledge and practical understanding of the rules of
badminton and how each one applies.
·  Students will develop a theoretical knowledge and practical understanding of a variety
badminton strategies and tactics
·  Reflects on the use of specialized skills in various social contexts (including teams) and is able to
modify skills to improve performance.
·  Students are able to respond to, and provide appropriately critical, feedback to improve the
performance of self or others
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general AtL skills?
Reflection – Self evaluation, compare pre and post game scores
Thinking – Apply knowledge, make comparisons from previous and past lessons
Communication – Discussions, peer evaluation and demonstration
Organization – Engaging with learning
Learning ExperiencesHow will students know what is expected of them? Will they see examples, rubrics, templates, etc.?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? / Teaching StrategiesHow 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? Have we considered those learning in a language other than their mother tongue? Have we considered those with special educational needs?
Students will be immersed in badminton specific terminology throughout the unit and definitions for these terms will be discussed and explained.
Badminton rules and scoring will be explicitly
taught and students will have the opportunity to apply them in game play and umpiring situations.
Students will be placed into various game play situations and will have the opportunity to practice shots and apply tactics in these various situations.
Students will play games of badminton in
singles and doubles.
Students will use the prior knowledge
developed and apply this to badminton
Students will continue to build on prior
knowledge each lesson and will reflect on
changes in knowledge, skills and tactics as they occur. / Students will be immersed in badminton specific
terminology throughout the unit and definitions
for these terms will be discussed and explained.
Badminton shots will be taught to the students
and they will have opportunities to practice
them as individual stokes and linked with others
in closed and open situations.
Badminton rules and scoring will be explicitly
taught and students will have the opportunity to
apply them in game play and umpiring situations.
Students will be placed into various game play
situations and will have the opportunity to
practice shots and apply tactics in these various
situations.
Students will play games of badminton in
singles and doubles.
Students will continue to build on prior
knowledge each lesson and will reflect on
changes in knowledge, skills and tactics as they occur.
Formative assessment to be undertaken throughout the unit:
The teacher will keep anecdotal records for each
student
The teacher will give students one on one verbal
feedback during skill development sessions around shot technique and effectiveness, court positioning, tactical awareness and game play.
Teaching methodologies to be throughout the unit:
Explicit – teaching of badminton terminology, rules,
scoring and theoretical technique of badminton shots
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?
·  Badminton rackets (one for each student)
·  Shuttlecocks
·  Badminton poles
·  Badminton nets
Possible Resources:
·  Internet
·  Books
·  DVDs
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit planning section of MYP: from principles into practice.
Students and TeachersWhat did we find compelling? Was 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?
Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for 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?
Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? 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 I decide on the data to collect? Was it useful?
Reflection and evaluation of the unit will occur throughout the unit by both teacher and students.
The students could also be asked to teach other students in order to see how they have learnt. By the students teaching other students, both the student and the ‘teacher’ will learn and improve their game. Questions should be asked during and after every lesson in order to see if there is understanding and progress occurring.