Physical and health education: Physical Education MYP. Year 3. Second Grading Period (Oct Jan 2017) Physical and health education

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Jordan Leonard Fall / Spring Fitnessgram I MYP Physical Education 8 (Year 8) MYP Year 3 Physical and health education: Physical Education Second Grading Period ( - Jan 2017) uration 8 weeks 8 hours

inquiry With knowledge and of movement and body systems, individuals can change their physical, health and well-being.

1 Jordan Leonard Fall / Spring Fitnessgram I MYP Physical Education 8 (Year 8) MYP Year 3 Physical and health education: Physical Education Second Grading Period ( - Jan 2017) uration 8 weeks 8 hours Start ate W4 Inquiry: Establishing the purpose of the unit Key concept hange Related concept(s) Physical and health education Global context Identities and relationships Movement Systems Statement of inquiry With knowledge and of movement and body systems, individuals can change their physical, health and well-being. Inquiry questions Factual How does fitness impact our sense of identity and relationships? How does the fitnessgram work? onceptual How does fitness impact our sense of identity and relationships? How does fitness impact our sense of identity and relationships? ebatable What is the best way to stay fit? What is the best way to monitor fitness? What is the best way to stay fit? What is the best way to monitor fitness? pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 1 of 21

2 Summative assessment ssessment riteria s in all classes pplying and N/ N/ N/ N/ Relationship between summative assessment task(s) and statement of inquiry: Each student will complete a fitnessgram test (height, weight, push ups, curl ups, sit and reach (only in fall), and pacer test) in the fall and spring. Students will reflect on their results and address the following questions: What are my strengths? What are my weaknesses? id you reach your spring fitness goal? Why or Why not? etermine and explain the ways that you plan to be active over the summer? The teacher keeps an on-going checklist on each ride. lso the students reflect on each ride and record their thoughts lass mean of ssessed riteria Objectives describe physical health education factual, procedural and conceptual knowledge. design and explain a plan for physical and health. pplying and demonstrate and apply a range of skills and techniques. outline goals and apply strategies to enhance. explain and evaluate. 29 May May Jun Jun 2017 Final Pacer Final Pacer Final 1 Mile Run Final 1 Mile Run 9:00 M 9:40 M 9:00 M 9:40 M pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 2 of 21

3 pproaches to learning (TL) Physical and health education pplying and demonstrate and apply a range of skills and techniques. outline goals and apply strategies to enhance. III Organization skills Managing time and tasks effectively Set goals that are challenging and realistic IV ffective skills Managing state of mind Mindfulness - Practise being aware of body mind connections V Reflection skills (Re-)considering the process of learning; choosing and using TL skills onsider TL skills development - What will I work on next? Learning Experiences Students will keep a journal log of their s and scores. Students will use this to help set S.M..R.T. goals. Students will make connection to out of school activities to in-class activities. Will discuss ways that they may or may not impact each other. IX reative thinking skills Generating novel ideas and considering new perspectives Use brainstorming and visual diagrams to generate new ideas and inquiries onsider multiple alternatives, including those that might be unlikely or impossible Practise visible thinking strategies and techniques X Transfer skills Utilizing skills and knowledge in multiple contexts pply skills and knowledge in unfamiliar situations Learning Experiences Students will keep a journal log of their s and scores. Students will use this to help set S.M..R.T. goals. Students will make connection to out of school activities to in-class activities. Will discuss ways that they may or may not impact each other. VIII ritical thinking skills nalysing and evaluating issues and ideas Practise observing carefully in order to recognise problems pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 3 of 21

4 ction: Teaching and learning through inquiry Standards -Literacy Standards for Physical Education-Reading for Literacy in Physical Education: Text Types and Purposes 6-8.WT.1 Write arguments focused on discipline-specific content (This standard not required in PE). a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. -Literacy Standards for Physical Education-Reading for Literacy in Physical Education: Production and istribution of Writing 6-8.WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. IN-cademic Standards for Physical Education-Standard 4-Health-Enhancing Physical Fitness: Students achieve and maintain a health-enhancing level of physical fitness Participate in a personal health-related physical fitness program. Example: Identify target heart rate and sustain an aerobic activity for 20 minutes while maintaining target heart rate ssess fitness levels and develop a personal exercise program that will maintain or improve all fitness components. Example: evelop a six-week, outside of class physical activity program, based on results from a physical fitness assessment and participate in sports that will improve upper body strength. Knowledge & Skills -Investigation -ing our theories -Key Vocabulary: Muscular strength/endurance, erobic, naerobic, heart rate, cardiovascular, skeletal -Larger oncepts: What is well-being and how does it play into our fitness level? How does our of the body help us when we exercise? Service Reflection: Students will reflect on their and thing of ways to help get them closer to their end of the year goals. ction: Students will start to put their plans into motion and work on all aspects of their fitness and well-being. Learner Profile alanced: Students will become aware of their bodily systems and how it is important that they are all functioning together. Reflective: Students will reflect on the test scores and set goals on how they can improve their overall well-being. pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 4 of 21

5 Learning process Formative ssessment Week 1: What is fitness and what are the components of fitness? (TL: ritical Thinking) identify the components of fitness and bodily systems that correspond with them. Week 2: Pacer - aerobic capacity test where students run to a cadence. Once a student can no longer keep up with the cadence then their test is over. This is done during the first week of every month. What is the difference between aerobic and anaerobic exercises? Identify exercises that are aerobic and anaerobic. What system of the body is impacted by the Pacer-? Week 3: 1-mile run: aerobic endurance test where students run 1 timed mile and see how quickly they can do it. This is done three times a year. lthough the pacer test and 1-mile run are both aerobic exercise, how do they differ? How can one test positively/negatively impact the other? Identify ways to help improve Pacer/mile test scores. Tue 13 Tue 13 Pacer Pacer Pacer Pacer 12:00 M 12:45 M 9:00 M 9:00 M Week 4: Push-up test: Muscular strength test where students do push-ups to a cadence. Once they can no longer complete a correctly formed push-up, their test is over. How do muscles work? Why is it important that we try and gain strength? What other exercises help to strengthen muscles and what muscles do these exercises actually work? (TL: Thinking Skills) Identify 10 muscles on the human body. Week 5: Sit-up test: Muscular endurance test where students do sit-ups to a cadence. Once they do not sit-up far enough or can no longer perform sit-ups, the test is over. What is the difference between muscular strength and muscular endurance? What role does genetics play into how much muscle one person may or may not have? Week 6: Pacer 9:05 M 9:45 M 9:45 M Make-up or re-do of tests. pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 5 of 21

6 Learning process Formative ssessment Set goals based off of information learned and test results. Short-term goals and long-term goals for each test. Steps to be put into action to help student reach their goal. (TL: self-management-) Why do some exercises increases heart rate more than others? Why might this be? Pacer 9:45 M 12:25 PM 1:00 PM 22 12:00 M 22 12:45 M Tue 18 Pacer #2 2:00 PM Tue 18 Pacer #2 2:30 PM pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 6 of 21

7 Learning process Formative ssessment Pacer #2 9:20 M Pacer #2 9:20 M Pacer #2 1:00 PM Pacer #2 1:45 PM 2 9:10 M 2 9:45 M 3 12:30 PM pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 7 of 21

8 Learning process Formative ssessment 3 12:30 PM 3 12:30 PM 3 12:30 PM ifferentiation escribe how you will differentiate teaching & learning for this unit? Students will not be compared to each other. They will each set goals as well as steps they will take to reach these goals. Resources Summary index Journal 1 Website 0 Video 0 File 0 Photos 0 ooks 0 Journal journal dded on ugust 27, 2014 Heart-rate monitors, scales, recording charts, and videos accompany this unit. pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 8 of 21

9 Reflection: onsidering the planning, process and impact of the inquiry Prior to teaching the unit What do students already know, and what can they do? Students have performed all of the fitnessgram tests before and should know how to do all of them. I brief reminder of what they are and how to perform them is always needed. uring teaching What can we adjust or change? What skills need more practice? We can change the way the tests are administered to make them less time consuming and easy for students to record their data. Skills that will need more practice are: how to record and keep track of data and how to make SMRT goals more attainable and specific. fter teaching the unit What were the learning outcomes of this unit? What was surprising? The learning outcomes of this unit were students had a better of their own body and how it functions. This contributed to many students their scores on the fitness tests. The surprising thing was how invested the students got into the work. Many of them hearing about the body systems and functions of these systems for the first time. pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 9 of 21

10 ppendices: ssessment Index ssessment s alendar Summary Summative Formative First Grading Period ug Second Grading Period ec Jan Third Grading Period Jan Feb Mar pr Fourth Grading Period pr May Jun I MYP Physical Education 6 (Year 6) ssessment riteria s pplying and Tue 13 Pacer 12:00 M pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 10 of 21

11 ssessment riteria s N/ N/ N/ N/ pplying and 22 12:00 M N/ N/ N/ N/ pplying and Tue 18 Pacer #2 2:30 PM N/ N/ N/ N/ pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 11 of 21

12 ssessment riteria s pplying and 3 12:30 PM N/ N/ N/ N/ I MYP Physical Education 6 (Year 6) ssessment riteria s pplying and Tue 13 Pacer 12:45 M N/ N/ N/ N/ pplying and 22 12:45 M pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 12 of 21

13 ssessment riteria s N/ N/ N/ N/ pplying and Tue 18 Pacer #2 2:00 PM N/ N/ N/ N/ pplying and 3 12:30 PM N/ N/ N/ N/ pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 13 of 21

14 I MYP Physical Education 8 (Year 8) ssessment riteria s pplying and Pacer 9:00 M N/ N/ N/ N/ pplying and 9:05 M N/ N/ N/ N/ pplying and Pacer #2 9:20 M pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 14 of 21

15 ssessment riteria s N/ N/ N/ N/ pplying and 2 9:10 M N/ N/ N/ N/ pplying and 29 May 2017 Final Pacer 9:00 M N/ N/ N/ N/ pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 15 of 21

16 ssessment riteria s pplying and 5 Jun 2017 Final 1 Mile Run 9:00 M N/ N/ N/ N/ I MYP Physical Education 8 (Year 8) ssessment riteria s pplying and Pacer 9:00 M N/ N/ N/ N/ pplying and 9:45 M pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 16 of 21

17 ssessment riteria s N/ N/ N/ N/ pplying and Pacer #2 9:20 M N/ N/ N/ N/ pplying and 2 9:45 M N/ N/ N/ N/ pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 17 of 21

18 ssessment riteria s pplying and 29 May 2017 Final Pacer 9:40 M N/ N/ N/ N/ pplying and 5 Jun 2017 Final 1 Mile Run 9:40 M N/ N/ N/ N/ I MYP Physical Education 7 (Year 7) ssessment riteria s pplying and Pacer 9:45 M pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 18 of 21

19 ssessment riteria s N/ N/ N/ N/ pplying and 12:25 PM N/ N/ N/ N/ pplying and Pacer #2 1:45 PM N/ N/ N/ N/ pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page of 21

20 ssessment riteria s pplying and 3 12:30 PM N/ N/ N/ N/ I MYP Physical Education 7 (Year 7) ssessment riteria s pplying and Pacer 9:45 M N/ N/ N/ N/ pplying and 1:00 PM pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 20 of 21

21 ssessment riteria s N/ N/ N/ N/ pplying and Pacer #2 1:00 PM N/ N/ N/ N/ pplying and 3 12:30 PM N/ N/ N/ N/ pril 12, 2017 I MYP Physical Education 8 (Year 8) by hristine Snow Page 21 of 21

2006 HEALTH-RELATED FITNESS TESTING GUIDELINES

2006 HEALTH-RELATED FITNESS TESTING GUIDELINES Health-related fitness education is an important component of a physical education program. A well-designed fitness assessment process provides students,