Physical Education Unit Plan

Jacob Burley

001133712

November 28th, 2017

Daniel Balderson

EDUC 3700 C - Phys. Ed. for Non-Majors

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Introduction and Defence

I will be teaching a grade 5 class a small introductory unit on the fundamentals of basketball. Given that the students will

have learned portions of basketball in past grades the fundamentals will only be focused on for the first four lessons with the

remainder being used for basketball games among the students. Each of the first four lessons will end with a game or activity to keep

the engagement in the unit and create a positive motivation towards coming into class. My goal as a physical education teacher is to

engage students like I was when I was in primary school. I hated physical education as a child, so the goal is to create an atmosphere

that welcomes all kinds of students at all types of skill levels. Through this write up on my unit plan the explanation and reasoning

behind why things are played out the way they are should come clear. As well at the end of this write up there will be a section

devoted to how students will be assessed within this unit.

My philosophy of teaching is based on engaging students and creating an atmosphere where all students are welcome and

excited regardless of their skill level. To establish that feeling in the classroom, the building of relationships and rapport becomes

paramount to the teacher. The placement of the basketball unit in the later half the year is done to help with giving the proper amount

of time to learn about all of my students. All of this units lessons will start with a portion of direct instruction to help with skill

development and the creation of proper technique. With the end of classes being devoted to teaching games for understanding to

solidify their abilities and skills further. Direct instruction is placed first to enable clarity in the techniques and body movements, and

teaching games for understanding are set to second to create an environment to use the previously learned skills. All techniques as

mentioned earlier should enable students to not only learn what is expected of them but enjoy the journey as well.

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 The outcomes that will be addressed over the course of this unit General Outcome A looking at both locomotor and

nonlocomotor skills which will be directed over all eight lessons through the activities given to the students and General Outcome B

which will come into play as we move into the later lessons. Given that the unit starts with the building of the skills the ability to then

connect those skills to health benefits becomes much more relaxed. Areas such as communication and teamwork will be worked on

throughout the unit and throughout the entire school year in physical education and will help address General Outcome C; however,

seeing the students use the skills for General Outcome C will not occur as frequently until the final two game-based lessons. Finally,

General Outcome D will be looked at regularly through the observation of students.

In conclusion one can see that the creation of a safe welcoming classroom is at the forefront of this unit plan. Students will

be treated in a positive fashion and informed consistently of when they will be being assessed. As well the use of games on a

consistent basis should maintain and even increase engagement. Students should not only feel themselves improving their physical

literacy when they come to gym class but should be excited to have fun as well.

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Assessment

When it comes to assessing physical education some issues can quickly arise. The course lacks clear outcomes and clarity

in how grades are reached can be foggy. Previously in the school year, the students would be assessed using the physical literacy

provided in our physical literacy lesson, and later in the year, the students will be evaluated with the same model. This should help the

teacher show real progress in the student's ability in physical education. This is one of the areas the students will be assessed in

physical education however this assessment will not occur during this unit plan.

Within the unit, I will be keeping a journal of all students. This running record will attempt to track each student progress

every single class. While some students may be missed some classes and students can be absent from the class the expectation is to

have 4-6 journal entries for each student in the class. Students will also be expected to keep a weekly journal online of their progress

in physical education as well. These journals will be looked at on a weekly basis the teacher to gauge the student's feelings on the

basketball unit. These assessments will be used throughout the school year, not just within the basketball unit.

Assessments that are specific to the basketball unit are formative assessments gained by the teacher. This is through

observation of the students and their progress. Physical notes can be made, but the physical evaluation of the students takes place

within the journal assessment structure. The skills the students will be working on will increase gradually with each lesson building on

the last but extra time can be spent on specific skills if need be. This is decided through the formative observation that is occurring.

Having to increase the time spent on specific areas can increase the unit length, but all lessons and their placements are flexible.

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 Another form of assessment that will be used in the basketball unit will be peer feedback. In two of the lessons, students

will be working with partners to refine their skills. This means the students will be expected to give positive and negative feedback

concerning their partner's abilities. The idea is to enable the students to take some of the responsibility of skill progression of their

classmates into their own hands. Partners will be assigned by the teacher based on the relationships that previously work well in class.

As well the student feedback will be used to assess the communication and feedback skills being used by the students.

One form of summative assessment that will be done is a pedometer record. All students will be provided with a

pedometer and will be assigned to track their progress in their journal. This will create an avenue to see a growth in the students over

the course of the school year.

Assessment is an integral part of every class, and physical education should be treated no different. Students will be

informed of all forms of evaluation as they appear in the unit. Students will also be told of what outcomes the I will be looking for at

the beginning of each lesson. Assessment should not be hidden from the students if we want them to succeed.

Date Lesson Title GLO SLO Assessment Key Learning Activities Instructional
Questions Strategies
related to
this Lesson

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 1 Introduction A A5- Formative What are the Introduce call to the basics and history Direction
to C 1,3,5 assessment of basics of of basketball. Students will receive Instruction and
Basketball participation and basketball? basketballs and will begin with Teaching
progressing of skills. How do you dribbling activities and complete basic Games for
Summative dribble a movement with the ball. The lesson will Understanding
assessment through basketball? end with a dribbling relay race across
journaling done by the gym. Students will each have their
both teachers and ball and must traverse between pylons
students. Peer taking turns until their team has
feedback given in the finished. Teams will compete against
last activity before each other for bragging rights. Game
the closing game. length can be shortened or extended to
work with the time left in class.

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 2 How to A A5- Formative How do you Summarize previous classes lesson. Direction
Pass? C 1,3,5 assessment of pass a Students will receive basketballs and Instruction and
participation and basketball? will begin with movements and passing. Teaching
progressing of skills. How do Students will then learn how to protect Games for
Summative basketball their ball from adversaries and the Understanding
assessment through players proper way to pass to a teammate.
journaling done by successfully Using the last classes lesson as a
both teachers and combine template for familiarity and shortening
students. dribbling the instruction time this lesson will also
with end with a dribbling relay race across
passing? the gym; however, students will be
passing the ball back and forth with a
partner as well. Pairs of students each
have their ball and must traverse
between pylons taking turns passing
pack and froth until they have finished.
Teams will compete against each other
for bragging rights. Game length can be
shortened or extended to work with the
time left in class.

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 3 How to A A5- Formative What can Summarize previous classes lesson. Direction
Shoot a C 1,3,5 assessment of influence a Students will receive basketballs and Instruction and
Basketball? participation and players will begin with movement and passing. Teaching
progressing of skills. accuracy? Students will then learn how to shoot a Games for
Summative How does basketball at the net. The goal is not to Understanding
assessment through moving have the student get the ball in the hoop
journaling done by change your but make contact with the entire
both teachers and accuracy? basketball net. Using the last classes
students. lesson as a template for familiarity and
shortening the instruction time this
lesson will also end with a dribbling
relay race across the gym; however,
students will be passing the ball back
and forth with a partner as well. Pairs of
students each have their ball and must
traverse between pylons taking turns
passing pack and froth until they have
reached the far end at with point the
student with the ball will shoot at the
net attempting to make contact with the
basketball net. Students will continue to
shoot the ball until both students make
contact at which point they will pass
and dribble back the starting line.
Teams will compete against each other
for bragging rights. Game length can be
shortened or extended to work with the
time left in class.

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 4 Putting it all A A5- Formative Putting it all Summarize previous classes lesson. Direction
Together C 1,3,5 assessment of Together Students will receive basketballs and Instruction and
participation and will begin with movement and passing. Teaching
progressing of skills. The next activity will be a Simon Says Games for
Summative game with different basketball skills Understanding
assessment through that have been worked on previously in
journaling done by the unit. Students will then be placed
both teachers and into four teams each getting their
students. Peer basketball hoop. From there the teams
feedback given in the will be split in half and students will be
last activity before instructed to play small games using the
the closing game. same net for both teams. Teams will be
moved around the room creating a
round robin for the remainder of the
class. The goal is still not to
successfully shoot the ball but make
contact with somewhere on the net. The
students will also be informed that they
need to pass the ball three times before
they are free to make a shot at the net.

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 5& Games A A5-1- Formative Putting it all Final two classes will be a round robin Teaching
6 B 5 assessment of Together and then finals between four teams Games for
C B5-3, participation and created by myself. The teams will be Understanding
6-8 progressing of skills. chosen based on skill level and students
Summative relationships. Begining of the class will
assessment through be free play where students can practice
journaling done by any of the skills they think they need
both teachers and work on. The gym will be then plitt in
students. half to let all four teams at the same
time, and no student is waiting to play
the game. Students will also be
informed that the ball must be passed
three times before they are allowed to
make a shot. Teams will be prompted to
make their team name and chant in
hopes of creating more engagement in
the games overall. Points will also be
awarded based on positive
sportsmanship, team chant, and
teamwork.

Motivation has not been included in the chart as it is discussed in the introduction. Motivation will be gained through the relationships
built with students and the inclusion of Teaching Games for Understanding at the end of every direct instruction based lesson.

Safety has not been included in the chart as the precautions were the same for every lesson. The safety precautions are ensuring gym is
free from obstacles and debris. Proper supervisor of all students to make sure they are all staying safe and following the provided
rules. Students will receive instruction on safety at the beginning of the lesson. Expectations of safety will be described invert unit but
common trends and threads ensure the overlap of significant information.

Equipment has not been included in this chart as the equipment has very little variance from class to class. Each class will need to
include Basketballs, hoops, pedometers, and a speaker system. The hoops will not be used in the first couple lessons so I will ensure
they are not set up ahead of time and taking up valuable space.

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