Badminton Unit Plan

Grade 7, Physical Education

Kayla Carmichael
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TABLE OF CONTENTS

Introduction: Defense.......................................................................................................... 2

Classroom Management Plan ............................................................................................. 3

Unit Plan in Grid Format .................................................................................................... 5

Unit Assessment Plan ...................................................................................................... 13

Unit Test............................................................................................................................ 18
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Introduction: Defense Paper

The purpose of the unit plan that I have designed is to create interest and introduce the

game of badminton to grade 7 students. The badminton unit lays the foundation for future racket

sport units such as table tennis and pickle ball. I recognize that grade 7 students will have a wide

range of skill levels. Most will have minimal experience with badminton, and therefore, the

focus of my unit plan is to teach basic badminton skills, and to provide lots of opportunity to

learn and practice. In addition, students will learn badminton rules, court dimension, scoring,

cooperation and fair play.

My goal is to inspire students to live an active and healthy lifestyle for the rest of their

lives. I believe a positive learning environment, where all students feel comfortable, regardless of

ability, provides the foundation for student to be active inside and outside of school, and

throughout their lives. My aim is to provide students with the knowledge and skill to enjoy the

game of badminton. I will do my best to engage all students and ensure they feel capable and not

judged. I believe that everyone can benefit from badminton, regardless of individual differences,

and I have incorporated a variety of teaching strategies and a wide range of activities into the

unit to ensure that every student will experience success.

This badminton unit has been designed to meet specific learning outcomes from the

Alberta Program of Studies, grade 7, Physical Education, and the general learning outcomes of

Activity, Cooperation and Do it Daily. These objectives will be met through students acquiring

knowledge, skills and practice activities, as it relates to the game of badminton. I will use a

variety of teaching strategies to help create interest, motivation and a fun learning environment

for students. I will use a combination of formative and summative assessment, including pre-

assessment, self-assessment, written test, teacher observation and the PACE evaluation tool to

ensure that students are achieving the learning outcomes, and I will adapt lesson plans, as

needed.
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Classroom Management Plan

There are many classroom management strategies that I will implement throughout the

badminton unit including the following:

o Explain to students the focus and goals of the badminton unit

o Clearly explain rules and expectations, make sure students understand, provide

reminders, post rules on the gym wall

o Establish classroom procedures, teach, practice and reinforce, until they become routine

o Write the daily schedule and post on the gym wall before students arrive, same place

every day

o Teach to students interest and make it fun

o Be a positive role model for the students, listen, encourage and provide feedback

Physical Education teachers must be dedicated to developing the knowledge, skills, and

attitudes (KSAs), the teaching quality standards, to successfully deliver the curriculum and

inspire students to lead an active and healthy lifestyle. In order for students to learn best, I will

follow this classroom management plan to ensure that every student is reaching his or her

potential, and having fun while doing so. For this unit, my classroom management plan will be

heavily based on getting to know the students and developing positive relationships, especially

since I am new to the classroom. I will discuss my expectations for learning and clearly explain

the classroom procedures and rules to be followed as students enter the gym and throughout the

class.

Developing relationships is very important to maintaining positive classroom

management. As a new teacher, it is critical that I develop positive working relationships with

students, to gain their respect and confidence. The badminton unit will allow me to create

meaningful positive relationships with the students because it is interactive and allows me to be

directly involved in the activities, and to provide feedback in a respectful manner.

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Motivation and engagement of students in physical education is key to learning. The

badminton unit is interactive and has lots of opportunity for practice and games. In creating

games, I will ensure that teams are equal and fair, and this will increase motivation. When teams

are not equal, with all of the strong players on the same team, students loose interest and

motivation to do the activity. Given that I know this, I will use flexible grouping and the

information that I will obtain through direct observation to ensure teams are fair and equal.
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Unit Plan in Grid Format

Grade: 7 Unit: Badminton Dates: To be determined

Lesson Lesson GLOs SLOs Learning Activities Assessment Safety Instructional Equipment Motivation
Date Title Strategies
Planned
to Teach
Lesson 1 Introduction A, C, D A7-2 -Ask students what -Pre- -Racket safety -Demonstration -Badminton -Fun games
(date to to A7-5 they know about assessment rackets (1 per
be Badminton C7-6 badminton -Do not swing -Modeling students- 27) -Students
determine D7-3 -Observation the racket when share their
d) -Discuss safety with skill not on the court -Learning drills -Badminton badminton
students assessment birdies (1 per knowledge
and feedback -Spatial -Direct student- 27)
-Parts of the racket awareness instruction -Learning a
(head, strings, throat, -Daily around you -Pylons (6) new skill
shaft, handle, butt) participation when swinging -Individual
-How to hold the mark (PACE) the racket guided practice
racket
-Hit the racket
-Court boundaries in a safe and
(singles and doubles) proper manner

Individual drills -Have a good

-Practice hitting the grip on the
birdie up in the air racket so when
with the racket you swing it, it
-hit birdie off the does not fly out
wall of your hand
-hit the birdie up in
the air while walking -Heads up-be
around the pylons aware of your
surroundings
Relay Race
-Players run with
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birdie on racket
around pylon and
back to the line, then
hands off birdie to
next player
-next round players
hit birdie up in the
air while they run
around the pylon
Lesson 2 Forehand A, C, D A7-5 -Scoring (ask how do -Observation -Racket safety -Demonstration -Badminton -Fun games
and C7-6 you get a point, skill racquets (27)
Backhand D7-3 maximum game assessment -Spatial -Modeling -Becoming
Shot and points) and feedback awareness and -Badminton proficient in
Clear do not swing -Learning games birdies (27) skill
-Introduce forehand -Daily racket when not
and backhand shot participation playing -Direct -Badminton -Music
and clear mark (PACE) instruction nets (5)
-When swinging
-Forehand and racket make -Small group -Badminton
backhand shot drills sure no one is learning poles (10)
close to you
Killer drill
-groups of 3 -Hit the racket
-3 vs. 3, 2 on the in a safe and
court at once proper manner
-once a student hits
the birdie they switch -Have a good
off and the other grip on the
student comes on the racket so when
court you swing it, it
-Continuous play does not fly out
of your hand
Shuttle drill
-start on one side of
the net
-hit the birdie over
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the net and run to the

other side of the net
to return the birdie
Lesson 3 Serving A, C A7-6 -Introduce serving, Observation -Racket safety -Demonstration -Badminton -Students get
A7-10 where to serve from, skill racquets (27) to pick a
C7-3 how to serve, assessment -Spatial -Modeling partner
C7-6 backhand, forehand and feedback awareness and -Badminton
do not swing -Learning games birdies (27) -Fun games
-Individual serve -Daily racket when not
drill (progressive) participation playing -Direct -Badminton -Becoming
-Using lines on the mark (PACE) instruction nets (5) proficient in
gym floor, student -When swinging skill
serves over the net racket make -Individual -Badminton
and partner catches sure no one is guided practice poles (10) -Music
the birdie and serves close to you
it back -Small group -About 15
-Each round, -Hit the racket learning pylons per
students take a step in a safe and court (75)
back and serve proper manner
further away from
the net (until they are -Have a good
at the serving line) grip on the
racket so when
Battleship serving you swing it, it
game does not fly out
-2 teams of 3 at each of your hand
court
-Aiming to hit pylons
on the other side of
the net

Lesson 4 Overhead A, C A7-6 -Introduce overhead -Observation -Do not swing -Demonstration -Badminton -Students get
Smash A7-10 smash: Students will skill the racket when racquets (27) to pick a
C7-3 manipulate a assessment not on the court -Modeling partner
C7-6 badminton racket to and feedback -Badminton
smash the birdie -Have spatial -Learning games birdies (27) -Fun games
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-Daily awareness
Technique Practice participation around you -Direct -Badminton -Becoming
-Students will mark (PACE) when swinging instruction nets (6) proficient in
practice proper the racket skill
smashing technique: -Individual -Badminton
fully extend the -Have a good guided practice poles (12) -Music
racket over ones grip on the
head, swing racket racket so when -Small group -Target (cone
forward, lead with you swing it, it learning or mat for each
your elbow, contact does not fly out court)
the birdie in a of your hand
downwards motion
in front of your body,
transfer weight from
rear foot to front
forefoot

Partner smashing
drill
-smash birdie over
the net
-partner does not
need to try to return
birdie

Smashing drill
-4-5 students per
court
-1 student hits the
birdie across the net
-receiving player
smashes the birdie at
the target on the
opposing side, then
retrieves the birdie,
and goes to the end
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of the line

Kings court (using

the skills they have
learned)
Lesson 5 Drop Shot A, C A7-6 -Introduce drop shot -Observation -Do not swing -Demonstration -Badminton -Students get
A7-10 skill racket when not racquets (27) to pick a
C7-3 Drop shot drill assessment on the court -Modeling partner
C7-6 -Students practice and feedback -Badminton
drop shot over the -Have spatial -Learning games birdies (27) -Fun games
net (individually) -Daily awareness
participation around you -Direct -Badminton -Becoming
Drop shot partner mark (PACE) when swinging instruction nets (6) proficient in
drill the racket skill
-Student serves over -Individual -Badminton
the net and opponent -Have a good guided practice poles (12) -Music
returns the birdie grip on the
with a drop shot racket so when -Small group -Hula hoops
-Continuous play you swing it, it learning (18)
does not fly out
Drop shot game: of your hand
Hula challenge
-Place 3 hula hoops
on one side of the
court
-Students stand on
opposite side and
using the drop shot
hit the birdie into the
hula hoop
Lesson 6 Stations A, C, D A7-5 -Discuss game rules -Observation -Do not swing -Direct -Badminton -Students get
A7-10 (students will tell me skill racket when not instruction racquets (27) to practice
C7-3 their prior assessment on the court the skills
D7-3 knowledge, large and feedback -Learning games -Badminton they have
group) -Have spatial birdies (27) learned in a
-Daily awareness -Small group variety of
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-Rotate groups of 4-5 participation around you learning -Badminton different

students through all 6 mark (PACE) when swinging nets (6) games
stations: the badminton -Learning
-Station 1- Doubles racket centers -Badminton -Each court
play poles (12) is a different
-Station 2- Serving -Have a good game
challenge (split grip on the -Colored
group into 2 teams, racket so when pylons (three -Students can
serve over the net at you swing it, it colors, about 5 sit beside one
colored pylons worth does not fly out each color for person that
different points, team of your hand two courts) they would
with most points like to have
wins) in their group
-Station 3- Reaction
time (2 players, one -Music
on each side of the
net, student serves,
partner receiving the
serve lays down on
the ground once
birdie is served, then
jumps up and return
the birdie, once
birdie is hit, the other
player lays down,
after 3 rounds, sub in
new players)
-Station 4-Quarters
four players
(everyone on the
court is on their own
team)
-Station 5- Half
court singles game;
sub in new players
-Station 6- Finders
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keepers (2 teams on
same side, aiming at
colored pylons, each
pylon color is worth
a different point, e.g.
red=10 points)

-When not playing,

students will officiate
the game to better
learn the rules
Lesson 7 Doubles A, C, D A7-5 -Review badminton -Written test -Do not swing -Direct -Badminton -Students get
Tournament C7-3 skills and game rules racket when not instruction rackets (27) to pick a
D7-3 -Observation on the court partner for
-Students write a skill -Flexible -Badminton doubles
short unit test assessment -Have spatial grouping birdies (27) within the
and feedback awareness assigned
Doubles tournament around you -Learning games -Nets (6) group
-Teacher assigns -Daily when swinging
groups of similar participation the racket -Small group -Poles (12) -Music
skilled players to mark (PACE) learning
each court -Have a good -Paper unit test -Competitive
-5 minute games grip on the (27) Games to
racket so when practice
-When not playing, you swing it, it skills learned
students will officiate does not fly out
the game to better of your hand -Groups of
learn the rules similar
skilled
students play
against each
other
Lesson 8 Singles A, C, D A7-5 -Round robin singles -Observation -Do not swing -Direct -Badminton -Competitive
Tournament C7-3 tournament skill racket when not instruction rackets (27) Games to
D7-3 -Teacher assigns assessment on the court practice
groups of similar and feedback -Flexible -Badminton skills learned
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skilled players to -Have spatial grouping birdies (27)

each court -Daily awareness -Groups of
-5 minute games participation around you -Learning -Nets (6) similar
mark (PACE) when swinging Games skilled
-When not playing, the racket -Poles (12) students play
students will officiate -Self -Small group against each
the game to better evaluation -Have a good learning -Self other
learn the rules grip on the assessment
racket so when handout (27) -Music
-At end of class you swing it, it
students complete a does not fly out
written self- of your hand
evaluation
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Assessment Plan
Stage 1 Desired Results
Established Goals:

GLO A: Acquire skills through a variety of developmentally appropriate movement activities; dance,
games, types of gymnastics, individual activities and activities in an alternative environment; e.g.,
aquatics and outdoor pursuits.

GLO C: Interact positively with others.

GLO D: Assume responsibility to lead an active way of life.

Understandings: Essential Questions:

Students will understand
1. Why is it important to learn the knowledge
1. The knowledge and rules of the game of and rules to play badminton?
badminton. 2. What are some qualities of playing fairly
2. How to play fairly individually, with a individually, with a partner and in a group?
partner and in groups. 3. What skills do you need to play badminton?
3. Sport specific movements and
techniques that are required to play
badminton and improve ones
performance.
Students will know Students will be able to do

Cooperation: Activity:

C7-6: Identify and demonstrate positive A7-2: Demonstrate locomotor skills by using
behaviour that show respect for self and others. elements of body and space awareness, effort and
relationship to improve personal performance.
Do it Daily for Life:

D7-3: Identify, describe and follow the rules,
routines and procedures for safety in a variety
of activities in all dimensions.
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A7-5: Demonstrate ways to receive, retain and send
an object with varying speeds and accuracy in skills
specific to an activity.
A7-6: Demonstrate manipulative skills by using
elements of space awareness, effort and relationship,
with and without objects, to improve performance.
A7-10: Demonstrate activity-specific basic skills in a
variety of games.
Cooperation
C7-3: Demonstrate etiquette and fair play.
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Assessments
Pre-
Title Daily PACE Written test Self evaluation
assessment
Learning Outcomes Type
(Formative/Summative)
F/S S F/S F
60%
Weighting 30% 10% 0%

A7-2: Demonstrate locomotor skills

by using elements of body and space

awareness, effort and relationship to
improve personal performance.
A7-5: Demonstrate ways to receive,
retain and send an object with varying
speeds and accuracy in skills specific
to an activity.
A7-6: Demonstrate manipulative skills
by using elements of pace awareness,
effort and relationship, with and
without objects, to improve
performance.
A7-10: Demonstrate activity-specific
basic skills in a variety of games.

C7-3: Demonstrate etiquette and fair

play.

C7-6: Identify and demonstrate

positive behaviour that show respect
for self and others.
D7-3: Identify, describe and follow
the rules, routines and procedures for
safety in a variety of activities in all
dimensions.
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Assessment Tool Overview

Assessment
Outcomes Criteria For AS OF
Tool Title
Students will be given a daily PACE mark out of 5. PACE stands
for Participation, Attitude, Cooperation and Effort, which is
what students will be graded on each day. At the beginning of
PE class, each student will start at a mark of 4/5.

PACE Rubric:

5- Meets all of the requirements for a four and meets at least

one of the following exceptional qualities:
A7-2 Answers questions consistently in class
A7-5 Volunteers for demonstrations
A7-6 Demonstrates strong leadership skills
PACE A7-10
Anything else that the teacher deems exceptional
Evaluation C7-3,
C7-6 (exceeding regular participation)
D7-3
4-meets all 4 of the following requirements:
Participates fully in all activities to the best of his/her
ability
Follows all directions and rules
Has proper footwear and clothing and is on time for
class
Has a positive attitude and cooperates well with
others

3
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Missing one of the criteria for a four or if talked to by

the teacher a second time for behavior, attitude,
participation, etc., after being warned once.

2
Missing two criteria for a four or is asked to sit out of
class, but rejoins later
1
Missing more than two of the criteria for a four or is
asked to sit out of class on more than one occasion

0
Refused to participate in class or is asked to leave class
because of his/her actions
A7-5
At the end of the unit, students will write a short test to
A7-10
Test demonstrate their knowledge on badminton (multiple choice
C7-3
D7-3 and short answer).

At the end of the unit, students will complete a self-

A7-6 evaluation. The evaluation aids as a reflection for students on
Self C7-3 what they have learned in badminton and areas for further

evaluation C7-6 learning. The self-evaluation is based on the students
D7-3 participation, attitude, cooperation, effort and readiness for
class.
A7-2 During the first lesson, I will ask students about their prior
A7-5
Pre- knowledge of badminton. During the drills, I will observe
A7-6
assessment students to get a sense of where they are at and what I need
A7-10
D7-3 to focus on for the badminton unit.
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Name: _________________
Date: _________________

Badminton Unit Test

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Directions: Please make sure to read all questions carefully and answer them to the best of
your ability. You will have 45 minutes to complete this test. If you have any questions during the
test, please raise your hand and I will help you the best way that I can. Good luck!

Once you are done, please bring your test to me and I will give you further directions on what to
do next.

Badminton Unit

Multiple choice (6 marks)

The following 6 questions are from the badminton unit. Pick the best answer.

1. In badminton how many points is a game played to?

a) 11
b) 20
c) 21
d) 15

2. What is a high shot that travels to the back of your opponents court called?
a) Drop shot
b) Clear
c) Smash
d) Drive

3. A shot in which the shuttle is hit sharply downward into the opponents court is called?
a) Drop shot
b) Clear
c) Smash
d) Drive

4. What is etiquette?
a) Shaking hands with your opponent at the end of the game
b) Calling the lines fairly
c) A and B

5. When serving, one must

a) Have the racket below the waist
b) Serve crosscourt
c) Say the score
d) All of the above
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6. What type of shot barley clears the net and immediately falls into the opponents court?
a) Drop shot
b) Clear
c) Smash
d) Drive

True/False Badminton Unit (7 marks)

For the following 7 questions write a T for true and an F for false

7. _______ If the birdie hits the line it is considered to be out

8. _______ The singles court is long and narrow

9. _______ During the game, you may hit the birdie two times in a row

10. _______ Points can only be scored by the serving side

11. _______ The service court in doubles is long and wide

12. _______ During play your racket is not allowed to hit the net

13. _______ The doubles court is long and wide

Short answer (13 marks)

14. In Badminton, when is the only time you switch sides with your partner in doubles? (1
mark)

15. Bob and Sam are playing a game of badminton. If Bob is serving and says it is 5 serving
6: What side of the court should he be serving from and who would be winning at this point
in the game? (2 marks)

16. What are two ways you can get a point in badminton? (2 marks)
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17. Shade in the area the birdie is allowed to go on a serve in doubles, if the server is the x?
(1 mark)

18. Identify the correct parts of the badminton court by putting the letter of the correct
answer in the appropriate place on the court. (7 marks)
a. Net e. Short service line
b. Long service line f. Center line
c. Back boundary (doubles/ singles) g. Doubles sideline
d. Singles sideline

End of Test
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