Designing an Effective Unit

1. Designing an Effective Unit

2. Elements • Title Page • Introduction • Goals • Skills and activities • Block plan • Assessment/ Grading plan • Bibliography

3. Title Page Orienteering Unit Plan A 4 week unit of instruction Developed by: Cori Menegay Marcus Railsback Noah Newton Stacey Sweeney

4. Introduction • Explanation of how the unit fits into the course/grade level curriculum • Ideas for interdisciplinary integration • Orienteering-Geography (map reading) • What community resources will be needed for implementation • Aerobics-Local health club field trip

5. Introduction to Aerobic Dance Unit Aerobic dance is a fun way to develop cardiovascular endurance and is part of the Aerobics course because the skills learned will be useful for exercise in a health club following graduation. Aerobic dance requires learning about target heart rates and the calculations involved will be tied to mathematics. Students will keep a journal integrating with english language arts curriculum.

6. Introduction continued Community resources available for this unit include: • A trip to a local health club to take a class • A guest instructor from the health club will come to class • Students will go to Middle schools and teach a routine

7. Goals • Specific statement about what students are expected to know and be able to do at the end of the unit. • Includes three domains of learning • Psychomotor • Cognitive • Affective • Written so that students can understand and participate in their own education

8. Orienteering goals • At the completion of the Unit on Orienteering the students will be able to: • Complete an orienteering course as a group in under 30 minutes using compass skills and teamwork. • Explain how to read a compass to a partner • Verbally encourage teammates while completing an orienteering course

9. Skills and Activities • Complete listing of all learning activities to be used in the unit • Organize according to unit goals • Include • Drills to facilitate learning • Lead-up games (for sports) • Cooperative/competitive activities • Dance routines • Culminating activity (tournament, dance program etc.)

10. Block Plan • Distributes the activities into weekly segments • Sequences the learning into daily events • Shows where appropriate activities fit into the time frame • Skill practice progression • Assessment • Culminating event • Examples in your text can be found in Chapters 18-21

11. Foundations Example

12. Daily outline Foundations Day 1: Introduction to Chap. 1, Foundations of Personal Fitness Teaching Style: Command and Reciprocal Assessment Plan: Students over personal fitness throughout the lecture. Activities: The teacher will lead a discussion with the students over personal fitness. How physically fit are you now? What do you know about fitness? Are there health risks in your family? What are your prior experiences with fitness in other P.E. classes? What are some previous activities you did in other P.E. classes?

13. Daily Outline Day 2: Student Physical Assessment Teaching Style: Command Assessment Plan: Perform and supervise the assessment tests. Activities:The teacher will explain and demonstrate the 3 assessments the students will be doing that day. They include the 3- minute step test, the trunk lift, and arm lift. 3- minute step test: A cardiovascular test where the students will be stepping up and down onto a 12-inch step at 24 steps per minute. The student will listen to an audiotape that will instruct them when to step up. After the 3 minutes the students will then take their recovery pulse for 1 minute. The high fitness zone is below 85 beats per minute. The healthy zone is between 85 and 95 beats per minute. The low zone is 120 beats or higher. Trunk Lift: A flexibility test of the upper back and the trunk where the students lay flat on their stomach with their hands under the thighs. The student will then lift their chin off the ground and go as high as possible, holding it for 3 seconds with another student using a yardstick to measure the distance from the chin to the floor. The healthy zone is considered to be between 9-12 inches and below this is considered low. Arm Lift: This is a flexibility test involving the hamstrings and lower back. The student place one foot in front of the 12-inch high box with the other leg bent towards them and then reaches as far as possible. They repeat for the other leg. The healthy zone for boys is 10 inches and for girls it is 12 inches.

14. Assessment/Grading plan • Assessment plans for all three domains • Formative and Summative included • Grading plan aligned with curriculum scheme • Tells how exactly a grade will be determined based on assessment instruments • Focused on the goals of the unit

15. Example of Grading Plan • Overall Class Grading Breakdown: • Written Tests 30% • Skills Tests 30% • Weekly Journal 10% • Notebook 10% • Sportsmanship-Participation 10% • Dressing Out 10%

16. Softball/Baseball Grading Breakdown: • Written Test 30 pts • Skills • Hitting 5 pts • Catching 5 pts • Throwing 5 pts • Fielding 5 pts • Outfield Play 5 pts • Baserunning/Sliding 5 pts • -------- • 30 pts • Weekly Journal 10 pts • Notebook 10 pts • Sportsmanship/Part. 10 pts • Dressing Out 10 pts • ------- • 100 pts total for each 6 weeks • OVERALL GRADING • 90-100% A • 80-89% - B • 70-79% - C • 60-69% - D • 0-59% - F

17. Bibliography • Teacher materials (what was used in the preparation of the unit) • Student materials • Text book where appropriate (i.e. foundations) • Resources that can be used by students for further study • Handouts and readings to supplement text that contribute to the goals of the course