Gideon Berghuis

Unit Plan Overview

Unit: Basketball Stage 1- Desired Results Connections to Context: Transfer Students will be able to independently use their learning to Use basketball as a way to get exercise throughout life. Build positive character quality of sportsmanship. Develop their ability to contribute their skills as a part of a team.
(What kinds of long-term independent accomplishments are desired?)

ED 302/303 S14

(How does this fit with students experiences, the school goals, and the larger societal issues?)

Established Goals NASPE standards as listed in the AAHPERD Grade-Level Outcomes for grades 6-8: The physically literate individual Standard 1: demonstrates competency in a variety of motor skills and movement patterns. Standard 2: applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. Standard 4: exhibits responsible personal and social behavior that respects self and others.
(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

UNDERSTANDINGS Students will understand that It is important to stay physically active throughout ones life. Being active and healthy at a young age can prevent health issues later in life.
(What specically do you want students to understand? What inferences should they make?)

Meaning ESSENTIAL QUESTIONS Students will keep considering Why many people enjoy being part of a team How is teamwork important outside of sports/PE? Why are there still differences between men and womens sports?

(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will know Students will be skilled at Students will exhibit The rules of basketball. Passing Effort in the daily workouts How to play zone defense. Shooting Sportsmanship in games/activities How to play man to man defense. Dribbling Teamwork in basketball games and drills History of basketball Zone defense (when/where/by who basketball Positive attitude towards self and Man to man defense was created) others
(What facts and basic concepts should students know and be able to recall?) (What discrete skills and processes should students be able to use?) (What values and commitments and attitudes should students acquire or wrestle with?)

Evaluative Criteria

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Participating in shooting, passing, and dribbling drills Participating in full games

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Gideon Berghuis
(What criteria will be used in each assessment to evaluate attainment of the desired results?) (Regardless of the format of the assessment, what qualities are most important?)

ED 302/303 S14
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE: Answering questions about the history, rules, and strategies of basketball when asked in class. Taking a short written quiz near the end of the unit.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Gideon Berghuis
Stage 3- Learning Plan Pre-assessment- due ________
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Acquisition Meaning Transfer

ED 302/303 S14

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?)

Student success at transfer, meaning, and acquisition depends upon their participation in these learning events

(How will students monitor their own progress toward acquisition, meaning, and transfer?)

(What are potential rough spots and student misunderstandings?)

Star the multiple means of representation; underline the multiple means of action and expression; circle the multiple means of engagement (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

(How will students get the feedback they need?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum