MYP Unit plans

MYP Year 5 Invasion games

MYP Year 4 Lifestyle choices

MYP Year 1 Lifestyle choices

MYPPHE Year1 Grade 6

Unit title: Invasion Games

MYP year1

Unit duration (cycles) 2x3

Inquiry: Establishing the purpose of the unit

Key concept

Communication

Relationships

Related concept(s)

Adaptation

Interaction

Global context

Identities and Relationships

Statement of inquiry

Through meaningful cooperation and communication

I will be able to be a successful member of a team

*Everything is awesome, everything is cool when you are part of a team*

Inquiry questions

Factual

What is a team?

Conceptual

How do my strengths and weaknesses affect the team?

Debatable

Is your personal gain more important than the needs of a team?

Summative assessment

Objectives

• A: iii

• C: i, ii, iii

• D: iii

Outline of summative assessment task(s)

• Discuss the SoI and answer the FQ, CQ and DQ (Aiii)

• Basketball technique, practical performance (Ci)

• Invasion games concepts, practical performance (Cii)

• Invasion games, game awareness, practical performance (Ciii)

• Reflect and summarize performance in games, oral assessment (Vlog, podcast, audio) based on recording performance (Diii)

• Fill in the blanks: “First i was…… but then I…… In conclusion I can say that…………….”(Di)

Relationship between summative assessment task(s) and statement of inquiry:

• Cooperation within a team also means the cooperation of becoming physically a better player therefore students need to also improve their techniques.

• By understanding the concepts of invasion games students will improve their positive contributions to the team and the team will improve.

Approaches to learning (ATL)

• Social; Collaboration skills, working effectively with others,

• Practice empathy

• Help others to succeed

• Take responsibility for one’s own actions

• Manage and resolve conflict, and work collaboratively in teams.

• Reflection skills; (Re)considering the process of learning

Consider content

• What did I learn about today?

• What don’t I yet understand?

• What questions do I have now?

Action: Teaching and learning through inquiry

Content

Learning process

Knowledge

Students should know:

• how to give and receive constructive feedback

• basic rules, tactics, spacing, simple cover, basic support and apply this in small game situations

• difference between defense strategies and offense strategies

• different ways of communicating with team mates

• difference between positioning play in team games (e.g; goalie defense, midfielder and striker)

• how to use terminology in sports in the correct context

Pre- Assessment

• Record beginning situation

• Mindmap for terminology used in invasion games

Understanding:

Students should understand that:

• how their own strengths and weakness impact the team

• the role and needs of the individual and how they care responsibility towards their team members

• that there is a relation between the quality of interaction and the quality of play. They should be able to conclude that this relation is significant for the success of the team.

Learning experiences

• Flag grab

• Rock&Paper

• British bulldog

• Jingle Jangle

• Quarterback throwing

• Receiver catching

• Ball handling control drills

• Ten ball

• Backline soccer

• Sideline soccer

• Individual ball handling skills

• Dynamic stretching

• Sport specific warm up

Skills:

Students should be skilled at:

• throwing, catching and passing (steady and moving player)

• american Football

• soccerball

• basketball

• handball

• using different run patterns (Yard curl, Yard in)

• showing how to get around a defender

• running with and without ball

• quickly change direction while controlling the ball

• finish off on goal

• finding open space

• creating opportunities for their teammates to succeed

• provide and receive constructive feedback

Formative assessment and feedback

• Anecdotal notes will be made by the teacher

• Teacher will provide constant oral feedback on skills, strategies and theory taught

• Students will provide feedback to teacher on a constant base through the use of exit-cards

• Students will complete multiple reflections on their skill development throughout the year

• Self assessment through Video Coach App “Ubersense”

• Peer feedback through post team play discussions

• Exit card:

1. What were the challenges you faced? what were the solutions? Did this work for you? why

2. What were the strategies you used in defense? Did this work for you? why?

3. What were the strategies you used in offense? Did this work for you? why?

4. Write a tweet about todays learning moment.

Differentiation

• Students are placed in mixed ability groups.

• Advanced students are expected to mentor/coach or take a leadership role within the group.

Resources

isd.schoology.com

Flag football games:

www.pecentral.org

view lessons www.pecentral.org