Overview of Instructional Unit

Lesson #

Assessment

Type of Assessment

Description

Grading Scale

Learning Theory

How will the instructor determine if the goal is met?

Strategies

#1

Warm Up and Cool Down Product

Summative

Students will research different warm up and cool down routines and then create three warm up routines that include static and dynamic exercise.

The student’s presentation will be marked as “pass” or “fail.” Feedback will be given immediately.

Cognitivism: Students are active participants in their learning.

I will determine if the students met the goal based on their presentations. If the students are unable to create a proper warm up routine, then they will get more one on one instruction from the teacher while the other students begin making their videos in part 2 of lesson 1.

#1

Warm Up Video

Formative

The students will work with a partner and present their warm up routines to one another. Together the two will pick the best one and create video using iMovie to demonstrate the warm up.

The student’s video will be formatively checked by the teacher. This assessment will not count for a grade. This is the student’s first time using iMovie. The goal is to get them familiar with it in order to use it for future projects.

Constructivism: Student are constructing their own knowledge by using iMovie with littler guidance.

I will determine if the students met the goal based on if they successfully create a video of their warm up routine. Being that the students have never created videos in Pe, it is not expected that every student will be able to after one day of working with the iMovie software. This lesson is more to get the students introduced to iMovie.

#2

Mile Run Pre-Test

Formative

When running the Mile Run Pre-Test, students choose to try their best and are encouraged by positive reinforcement form their teacher.

The students will be observed and assessed by the effort they put into running the Mile Run Pre-Test. Teachers will encourage students who seem to be unmotivated by cheering them on. This is a pre-test so the students are not being evaluated on their performance. The main goal is that they finish the entire mile. 

Behaviorism: Students choose to try their best and are encouraged by positive reinforcement form their teacher.

I will determine if the students met the goal based on an observation of their mile run. It will be evident who is putting effort into achieving their best time. Students who do not demonstrate effort will be talked to one on one to determine the cause of their lack of effort and to discuss possibly rerunning the pre-test.

#3

Writing Reflection

Summative

Students are writing a reflection that compares their Mile Run Pre-Test Score with the Fitnessgram Healthy Norm Chart according to their age and gender.

The students are being assessed on the ACES Rubric.

See Appendix A for the ACES template.

See Appendix B for the ACES rubric.  

See Appendix E for the Fitnessgram Healthy Norm Chart.

Cognitivism: Student are processing information and transferring their thoughts to paper.

I will determine if the students met the goal based off of their score for their writing reflection. I would say that the majority of the students should score 80% or higher. Those that don’t will be given feedback and the opportunity to revise their work.

#3

Mix Pair Share

Formative

Students are identifying 10 exercises that help improve cardiorespiratory endurance and then participating in the Kagan Strategy to share collaborate with their peers.

The students list of cardiorespiratory exercises will be marked either “pass” or “fail.” Feedback will be given immediately. 

Cognitivism: Students are able to analyze information and classify it.

I will determine if the students met the goal based off of the conversations I hear and the exit tickets that they turn in. Students who do not have a clear understanding of cardiorespiratory exercises will be re-taught them.

#4

Heart Rate Quiz

Formative

Students complete the Heart Rate Quiz on Quizizz.

Students are being formatively assessed on their quiz. Further instruction will be given for students who miss more than 1 question.

See Appendix D for the quiz. There is not a rubric because answers will vary depending on the age of the students.

Cognitivism: Students use their memory to store information.

I will determine if the students met the goal based off the quiz scores. This quiz requires math skills. Students that are struggling will be asked to come in at lunch for additional practice.

#4

Smart Goals

Formative

Students will learn about SMART Goals and then create 2 SMART Goals based on their current level of cardiorespiratory endurance.

Students are being formatively assessed on their SMART Goals and whether or not their goals follow the proper format. Feedback will be given in order for students to make changes. 

See Appendix C for the template.

Behaviorism: Students reflect on their current cardiorespiratory endurance and create goals in order to improve.

I will determine if the students met the goal based off of their SMART Goals. Students who do not follow the format will be given feedback and the opportunity to revise their goals.

#5

Fitness Progress Journal

Summative

Students participate in physical activities of their choice outside of school in order to attain fitness goals. Students create a fitness journal on Google Sheets that shows their activity type, duration, and heart rate for a 4 week time period.

Students are being assessed on their fitness journal. They will be assessed according to the IB Criterion B.

See Appendix F for this Rubric.

Constructivism: Students are creating their own activity plan and using their knowledge to construct an activity journal online.

I will determine if the students met their goal when I grade their fitness journal at the end of the 4 weeks. The Design teachers are currently teaching 6^th grade students about Google Sheets so I predict that this assessment will go well.

#6

Mile Run Post Test

Formative

When running the Mile Run Post Test, students choose to try their best and are encouraged by positive reinforcement form their teacher.

The students will be observed and assessed by the effort they put into running the Mile Run Post Test. Teachers will encourage students who seem to be unmotivated by cheering them on. This is a posttest so the students are encouraged to improve their time.

Behaviorism: Student choose to try their best and are encourages by positive reinforcement from their teacher.

I will determine if the students met the goal based on an observation of their mile run. It will be evident who is putting effort into achieving their best time. Students who do not demonstrate effort and/or progress will be talked to one on one to determine the cause of their lack of effort and to discuss possibly rerunning the post-test.

#7

Writing Reflection

Summative

Students are writing a reflection that compares their Mile Run Pre-Test score to their Mile Run Post Test score and reflects on whether their score improved or declined and the reasoning.

Students are being assessed on their ACES writing reflection.

They will be assessed according to the IB Criterion D.

See Appendix G for this Rubric.

Cognitivism: Students see the connection between activities they are currently doing and if they are improving or declining their cardiorespiratory endurance.

I will determine if the students met the goal based off of their score for their writing reflection. I would say that the majority of the students should score 80% or higher. Those that don’t will be given feedback and the opportunity to revise their work.