<p> Unit Planning Matrix-8th Grade Physical Education</p><p>Physical Education Exemplar Assessment Student & Family Resources & Big Ideas Skills & Standards (Formative & Instructional Components Knowledge Materials Summative) What are the enduring What important How will you draw on What is meaningful What instructional practices and What resources will best understandings/ skills/standards will students’ ideas, interests evidence that students strategies will support students to meet convey the big ideas and essential questions to be students learn, practice, and experiences to have understood the big the standards and grasp the big ideas? concepts to support skill addressed? or apply? connect students to the ideas and reached attainment? big ideas? proficiency on the skills/standards? How are the skills and 1.3 Demonstrate basic Soccer is a widely Formative: Lesson 1 Hockey balls (one for concepts needed to learn offensive and defensive played sport in the  Pre-write about what skills they each child) Hockey related to skills skills and strategies in students’ community. I Pre-write, students will think they have learned in other Basketballs (# for half and concepts learned in team physical activities will draw on their be given an opportunity sports which will apply to hockey of students) other team sports (i.e. experiences in soccer to to demonstrate their  Introduction to hockey equipment Soccer balls (# for half soccer and basketball) 1.4 Apply locomotor, help them understand understanding of the and safety precautions for use of students) nonlocomotor, and the game of hockey. I skills of hockey which  Begin skill development-passing Sticks. For/def/goal manipulative skills to will help them to are transferable to other  Passing drills also done with soccer Cones to mark rinks team activities connect the big ideas team sports before the and basketballs. Goals together so that they see start of formal Chalk (to mark areas on 2.1 Describe and the similarities in the instruction. They will Lesson 2 the rink demonstrate how games and hopefully write what they already  Continue with skill development. Portable whiteboard movement skills learned have the same understand about  Begin to discuss how carrying the Exit slips in one physical activity enthusiasm for the sport hockey. puck is analogous to dribbling in can be transferred and of hockey. I will also both soccer and basketball. Students used to help learn draw on their At the conclusion of dribble a basketball and soccer ball another physical activity knowledge of the game each lesson, I will before moving on to practicing puck of basketball to teach informally assess what handling. 5.5 Accept the roles of hockey. Basketball is students are learning by  Students work in small groups and group members within one of the more recent asking the students individually to build puck handling, the structure of a game units the students have questions to get a and passing skills. or activity. participated in. There general consensus, or by  At the end of class, students are they learned the having them fill out an randomly called upon to answer Objectives technique of dribbling exit slip. questions about the day’s activities. and how to use it TSWBAT develop a correctly in a game Peer assessment. In Lesson 3 basic forehand and situation. Students will pairs students evaluate  Continue skill development. All backhand pass. also connect offense and each other on the proper drills also involve work with TSWBAT dribble (carry defense strategies from form for passing, puck basketballs and soccer balls. the puck) the puck the basketball unit to the handling, and shooting. forwards, backwards, current unit on hockey.  Students work in small groups to 1 and while changing Students will be Summative: improve passing and puck handling directions using both encouraged to watch a skills. side of the stick. hockey game on TV The students will  Introduce shooting. Compare soccer TSWBAT develop a with their parents. The demonstrate their footwork and hockey footwork. basic sweep and wrist students are to attempt knowledge on a written  Introduce peer assessment technique shot for accuracy. to explain what is test. The test will and rubric TSWBAT discuss how happening in the game feature multiple choice  Students fill out exit slips. Students soccer and basketball to their parents. This questions, matching, identify and distinguish between the are related to hockey will help the students and short answer cues for separate passes and shots. TSWBAT develop a refine their use of questions. (i.e. forehand, backhand, wrist shot, basic offensive and proper terminology and sweep shot) Will inform me if defensive strategy for give them exposure to students understand the peer hockey and implement the game. assessment technique. them in game play. Lesson 4  Students continue working on skill development in hockey only.  Peer assessment of proper passing, puck handling, and shooting techniques.  Introduce Offensive and Defensive strategies. Plays are diagramed for all three games.  Introduce the boundaries of the playing surface and go over game rules.  Play modified games of hockey</p><p>Lesson 5  Students are assigned to teams and begin game play  Review rules, regulations, and what students have learned during the unit.</p><p>Lesson 6  Continue game play to seed teams.  Answer any last questions students may have.  Exit slip question, “How are soccer, </p><p>2/6 hockey, and basketball similar”</p><p>Lesson 7  Final assessment. Test taken individually Round robin tournament.</p><p>3/6 Unit Planning Matrix - Rationale</p><p>Physical education is the learning of many concepts and skills in isolation which are then combined together into limitless games and activities. Once the basic concepts and skills are learned in relative isolation at an early age, they are forever linked together by those activities that utilize them. Basketball, Soccer, and Hockey seem like very separate and unique games, and they are unique from one another. They have there own specialized rules, equipment, and playing fields. However, they are linked in many ways by the core concepts and skills involved in all three. That is why I feel that my question is essential. Students need to realize that they are not completely separate and have nothing in common. Educators need to stop teaching them in isolation as if they have nothing in common. All three share many things in common. For example, the major offensive strategy in all three is to move the ball around the perimeter of the offensive zone to create an opening or lane to the goal. All three have a netted goal which the ball must pass through to score points. All three rely on a skill called dribbling to move the ball around which involves keeping the ball in motion, close to the body, and under control. For students to master the needed skills to be successful in these games, they must be given multiple opportunities to practice. Allowing the students to see the connections and make the connections between these games will give them that opportunity for success.</p><p>The content standards in physical education are fairly explicit about what students need to know and be able to do. I think that the standards met in this short unit demonstrate a range of </p><p>Bloom’s taxonomy. The standards ask the students to describe, demonstrate, and apply which are at a much higher level than a standard which just asked them to identify. I feel that these standards I have chosen are linked to the essential question very well. They mention strategy, which is of course an essential concept to all team games. The second mentions the basic underlying skills common to all three such as dribbling. The standard which is truly linked is the </p><p>4 third which repeats the essential question and asks the students to draw the comparison for themselves.</p><p>My students come from a fairly uniform background. I know that many of them have an intimate knowledge of the sport of soccer. I know that many of them have had the opportunity to play at the most informal level with family and friends. Some have had the opportunity to play in an organized league of some sort. I took this knowledge and decided to see if I could make them realize that the very same skills involved in soccer could be transferred to other games. I decided to teach hockey and work backwards towards the idea that the three games are linked. In the first lesson I asked the students to write about hockey and tell me how it is linked to the other games. </p><p>I predict that most students will not be able to make the proper connections. As I teach the lesson, the connections will become apparent to them and hopefully that will help to gain their interest in the lesson. By the end of the lesson, I hope they will have a greater appreciation for the fundamentals of games and realize how practicing one may actually help them become better at another game.</p><p>The assessments are designed to help me understand how well the students are making the connections between the standards. The first assessment is designed to have the students think about the skills of hockey. I imagine they will not know the skills of hockey beyond a rudimentary level. Once I share back some of their insights with them and help them to begin to make the connections between hockey and a sport they do know, soccer, I hope they will begin to able to meet standard 2.1. The other formative assessments are designed for me to monitor their learning in the middle of the unit. Their answers will tell me whether I can move on or whether I need to take more time to develop certain skills. The peer assessment is designed to provide useful feedback directly to the students about how their skill development is progressing.</p><p>5/6 My summative assessment which comes at the tail end of the unit is designed to let me know and let the students know whether or not they were able to keep sight of the big picture while learning a new game, hockey. The big picture or main goal for the students’ is to be able to describe and analyze how the game of hockey is related to the games of soccer and basketball. If they are not able to do well on the formal assessment, I will move directly into a soccer or basketball unit and work again to help the students make the connections between the three sports.</p><p>The lessons are designed to allow the students to develop their ability to apply the connecting concepts in skills in the game of hockey. At the same time they are getting lots of physical practice, the lessons are designed to present to them knowledge about how the skills are linked and give them plenty of chances to encode the information into their minds. The lessons allow the teacher to informally assess for learning at each level. The exit slip strategies and pre- write strategy are used to help students to start making the connections between the skills. The physical part allows them to put the knowledge to use and to physically make the connections in their actions as well as their thoughts.</p><p>The resources used in this lesson are the key that will allow the students to make the connections and meet the standards. By actually having all three types of equipment to use in the same lessons, the students will have the ability to match the physical and cognitive aspects of their learning. I believe that the materials chosen are essential and practical. </p><p>6/6</p>