Unit title: Subject: Date:

Fit is, as Fit does Physical Education 8/11/11

MYP Year: Teacher(s): Indicative timing:

5 PW November

1. Integrating Areas of Interaction, Key concepts, Unit Question and Assessment: Area of Interaction Focus (context for learning):
Health and Social Education
Awareness and Understanding of: Ourselves in the wider society Reflection on: Understanding ourselves/personal management Making choices in terms of: looking after ourselves including diet and exercise

Key Concepts/central ideas/enduring understandings: Wellbeing is a series of personal choices, that not everyone has. MYP Unit Question: How do I make the right choice?

Summative assessment tasks - Considerations: What task will allow students the opportunity to answer the Unit Question using what they have learnt? What will constitute acceptable evidence of understanding? Assessment Criterion Assessment Task MYP Objectives Assessed How will students respond to the unit question? Criterion A Test A1, A2, A3, A4 Students will complete a test at the conclusion of the development of a Personal Exercise Criterion D Reflection/Evaluation D1, D4, D5, D6 Program. The program development will be as of PEP a result of fitness testing and subsequent setting of SMART goal(s). They will implement this program and reflect/evaluate the intended outcomes and level of success.

2. Backward planning Content and ATL: What skills & knowledge are needed to respond to the unit question? How does this unit correspond to the development of ATL skills? How is the AOI built into this unit? Knowledge & understanding Skills ATL Skills (General & Subject-specific) Students will require an understanding of wellbeing and how physical fitness and health contributes to this concept. They will need to have an understanding of their current level of physical fitness and ways and means of determining this level. Students will need knowledge of the components of fitness and how each of these contributes to, and has influence over our wellbeing. Students will need to understand the way in which these components specifically contribute to personal health and Wellbeing. Students require knowledge of the principles of training including the FITT principle. Students will require knowledge of the methods of training and relevant exercises/activities. Students will need to understand that their current state can be changed through development of the fitness components and this occurs through training. They will need to make connections between the components of fitness, relevant training principle and appropriate method of training and how this can influence their current Students will require analytical skills in order to ascertain current levels of fitness through a testing program. They will further apply these skills and that of reflection and evaluation, to the assessment of their Personal Exercise Program, and suggest (through verbal and non-verbal forms of communication) areas for improvement and enhancement. Students will require the relevant physical skills and abilities in order to perform and complete the appropriate exercises and activities as part of their PEP. Students will need to have the ability to work independently and organize themselves throughout the course of their PEP. Time management skills will be required in order to complete and remain inside the strict time parameters of this task. Organisation: time management; self management Collaboration: working in groups; accepting others, personal challenges Communication: Literacy, being informed, informing others Reflection: self-evaluation, planning, inquiring, applying knowledge & concepts, identifying problems, creating novel solutions Transfer: making connections, inquiring in different contexts Information Literacy: Accessing information, selecting and organizing information, referencing, self-awareness

state. Students will need to know how to develop and implement a PEP.

3. Planning for learning Target understandings/unit goals/assessment evidence & Summative assessment learning activities: Scope & sequence: Learning experiences: How will students know what is expected of them? What pre-assessment will they do? How will students acquire the knowledge and practice the skills required? Teaching strategies: How will formative assessment be used to give students feedback? What different teaching methodologies will be used to support different learning styles? How will we differentiate for all students? Week Learning Experiences/Teaching Strategies Differentiation (SEN, EAL and G & T) Intro: Introduce unit and work through task specific criteria and Content: What I teach assess prior 1 relation to assessment task. Explain assessment task including testing, knowledge, what do you already know?, log, Personal Exercise Program and final evaluation. Consider ways in which to use prior Discuss what skills we will need. Work through from hard to soft knowledge. emphasizing the group work/collaborative team type skills as Process: How I teach consider work paramount to the success of this task. groups, pairs, alone-roles in groups, Un-pack: How do I make the right choice? mentoring, independent. Intro to Wellbeing: Introduce the associated understandings inherent in this unit including the concept of wellbeing and the relevant and Product: make available various means essential realms associated. Discuss and highlight the emphasis on the of producing any summative physical component for this particular unit. assessment task/showing student Fitness testing: Complete the barrage of fitness tests included in Tale learning of the Tape (1-2 lessons) Make comparisons between previously Learning environment: consider completed tests and norms. Initiate evaluation of current level of Flexible groupings. Ensure the use of fitness, and potential areas for improvement. 2 Components of fitness: Introduce the fitness components. Make various presentation modes and means. connections between the fitness tests and the components of fitness. Consider the use of learning structures Highlight the difference between skill and health related components of such as scaffolding. fitness. Individualism: Acknowledge and cater Introduce the understanding that the individual components can be to those students on the IN register. specifically trained, and gains made. Principles of Training: Introduce the principles of training and associated understandings. Ensure students have knowledge of the FITT principle. Methods of training: As a lab, introduce a range of methods of training including circuit/resistance/speed/interval/fartlek etc. Design week; Students to set goals and complete Personal Exercise Program planning stage.

4 5 6 (7) Out of class

Students to work through template filling in and answering as required. Review and feedback on appropriateness of goals are essential at this stage. Ensure students have 2 health related components and 1 skill related component, to which they set one goal. Highlight the ease of assessment if they base their goal and intended outcome around that of a previously completed fitness test. Ensure students have adequately planned and prepared for the beginning of class training sessions beginning week 4. Assessment of final goal needs to be considered and allowed for at the completion of their 3 week program. Week one of class training sessions. Teacher to review participation/commitment/organization levels Journal Check Week two of class training sessions Teacher to review participation/commitment/organization levels Journal Check Week three of class training sessions Teacher to review participation/commitment/organization levels Journal Check Students will need to complete their final assessment of goals through fitness testing if appropriate. Students to complete template evaluation/reflection of program and submit entire PEP for assessment.

Stage 4. Unit ongoing reflections & evaluation Students: What did the students find compelling? What student-initiating inquires arose from the learning? From the evidence, what enduring understandings did the students construct?

Possible disciplinary & interdisciplinary connections: How does this connect to earlier/later grades/units? What interdisciplinary connections, if any, might be forged through the Areas of Interaction with other units?

Assessment: Were students able to demonstrate their learning? Did my (summative & formative) assessment tasks allow students to demonstrate their learning objectives identified for this unit?

Data collection: What data am I collecting? For what purposes will the data be used?