Disc Sports PE 9

Title of Unit Grade Level

Physical Education 7 lessons (60 minutes each)

Subject Time Frame

Curtis Smeding
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Building Lifelong Learners: Students will be able to use the movement skills and understandings in other areas of physical
activity. And this will also encourage them to explore and try new activities in the future.

Building a Sense of Self and Community: Students can gain ownership in their skills because of the individual and team aspects
of the activity. Students will be expected to work with each other, help each other and learn from each other. (Expectations will be
given before the start of the unit and before each lesson.)

Building Engaged Citizens: Students can continue to pursue activities that utilize and respect the environment. The students will
go to and use a community funded/built park (disc golf course).

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking: (Think and Learn Creatively) Understanding the basic physical movements, relationships, and components
of active living will allow the students to think creatively and expand during altered situations.

Developing Identity and Interdependence: (Understand, Value, and Care for Others) Create a lesson and environment that is
inclusive of all students while understanding when differentiated learning may be needed. Allows for students to incorporate their
specific cultural backgrounds and enrich the lessons where it is possible. Understand our place, which helps shape our identity, we
live/stand on Treaty 6 Terrirtoy.

Developing Literacy: (Construct Knowledge Related to Various Literacies) Build and reinforce movement patterns that can be
used in multiple areas of physical activity

Developing Social Responsibility: (Take Social Action) Create learning environment where students have the opportunity to
teach and learn from peers. Students will be encouraged to give each other feedback and help each other reach their personal
goals (as they have set in their assignment). One of the ways they may reach those goals is to get help from a peer who is already
competent/strong at that specific skill.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

PE9.4
Implement personal plans for improvement of a self-selected skill-related component of fitness (power, agility, speed, reaction time,
balance, and coordination) as it applies to complex movement skills used in a sport or activity of interest (e.g., power in the legs to
increase vertical jump for volleyball spike, agility for avoiding a pin in wrestling, balance used in ballet, coordination used in juggling
or cup stacking).

-After the introductory lessons for the disc sports, students will pinpoint an area or skill from disc golf or ultimate that they want to
improve on. They will create a personal plan for improvement with a goal to reach by the end of the unit. They will outline their plan
to develop and improve that particular skill. At the end of the unit they will assess how they have done in reaching their goal and
whether or not they have shown improvement in that specific skill (along with a why or why not paragraph of writing). Skills can
range from putting, driving, improving backhand throwing skill or improving forehand throwing skill (which I need improvement in
haha) and etc.

PE9.5
Build skills towards proficiency in four self-selected complex movement skills including one from four of the following categories:
target games (e.g., bowling, curling, golf, archery)
striking/fielding games (e.g., long ball, softball, slo-pitch, cricket)
net/wall games (e.g., badminton, tennis, table tennis, volleyball)
invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee, double ball,
team handball)
alternate environment activities (e.g., orienteering, skating, cross-country skiing, canoeing, roping, downhill skiing, dog sledding,
wall climbing, in-line skating, skate boarding, cycling)
body management activities (e.g., dance, wrestling, track and field, pilates, martial arts, yoga, aerobics, gymnastics).

-Disc Golf fits right into the proficiency in target games (you are throwing discs at a target, the basket), as well as alternate
environment activities as we will be taking the bus to Diefenbaker park and playing disc golf on the course there.
-Ultimate frisbee is listed as one of the possible examples and is a strong one for invasion/territorial games.

PE9.6
Design and implement, collaboratively, plans to use effective tactics and strategies (while considering rules and skills when
participating in a variety of movement activity situations) to enhance performance and enjoyment of self and others in each of the
following:
target games (e.g., bowling, curling, golf, archery, bocce ball)
striking/fielding games (e.g., long ball, softball, slo-pitch)
net/wall games (e.g., badminton, tennis, table tennis, volleyball, pickleball)
invasion/territorial games (e.g., basketball, soccer, touch football, soft lacrosse, floor hockey, rugby, ultimate frisbee, double ball,
team handball) low-organizational, inventive, and cooperative games (e.g., capture the flag, prisoner's base, speedball, kick the can,
bombardment, dodgeball).

-Once again, both disc golf and ultimate frisbee fit perfectly into this outcome. Disc golf as a target game and ultimate as an
invasion/territorial game. I will design and implement strong lesson plans that involve strategies for both games and effective skills
that will enhance the performance and enjoyment of the students during this unit.

PE9.12
Demonstrate an understanding of and incorporate positive social behaviours into all aspects of personal involvement in movement
activities, in the context of both a participant and a spectator, after examining the positive and negative influences of organized
sports, movement competitions (e.g., dance competition), and mass media on the social behaviour of self and others.

-I will ensure the students understand my expectations that will create a stronger, more inclusive learning environment. I also will
ensure there is social time available, there will be lots during disc golf. Disc golf or regular golf allows for good social time. I will
incorporate positive social behaviours in my lessons and through demonstrations of how I act myself. Students will understand the
etiquette that is expected of them in disc golf and the respect they are expected to give each other in both disc sports. I will examine
the problems within organized sports on my own time and look to eliminate them and bring forth the positive influences that
organized sports can have on each individual. We will look into how physical activity is often marketed through media to mostly just
white people and why this is a problem.
Enduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
- Disc sports can be played in a variety of environments
- Disc sports are a low organizational activity
- Disc sports (ultimate and disc golf) are a very low cost
activities.
- Disc sports can be a fun social event/gathering
Related misconceptions…
- Disc sports are only played by “hipsters” –assumptions
such as these are a big reason why people don’t feel
comfortable trying new activities or playing sports where
the stereotypes automatically count them out or assume
they are “amazing”
- Disc sports are more fun to play with lots of space
- Disc golf is way easier than regular golf
- Disc golf is not a real sport
- Greater arm strength = further driving distance (disc
golf)
- A disc with greater speed (max distance drivers) will
automatically fly farther
- There is only one way to throw a disc/ putt a disc
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Students will know...
- The rules and regulations regarding disc golf and
ultimate.
- Proper throwing mechanics in a variety of ways
- Knowledge of multiple throwing styles
- The strategies involved when playing each game
- How to respect the game, teammates, opponents,
environment
- How to be respectful of all people’s cultures,
worldviews, religions, identities and etc.
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry
linked to the content of the enduring understanding)
Content specific….
- How can disc sport skills be used in other activities
- How can I continue to play disc sports lifelong
- How do you use strategic elements to be successful
in disc sports
FNMI, multicultural, cross-curricular…
- How is the mental, spiritual, and emotional aspects
of the student involved in disc sports
- How does the activity respect students, the
community, and the environment
- Disc golf builds community by creating an easy and
free physical activity opportunity
- What is proper etiquette in when playing and why is
etiquette important
Skills
What skills will students acquire as a result of this unit? List
the skills and/or behaviours that students will be able to exhibit
as a result of their work in this unit. These will come from the
indicators.
Students will be able to…
- Investigate a complex skill that originates from a
cultural background of which you are un/familiar
and apply knowledge of skill by teaching it to peers
or other members of community
- Analyze your school and/or community’s existing or
potential spaces for alternate environment activities
for the enhanced enjoyment of self and others today
and in the future.
- Demonstrate a personal commitment to positive
ethical and social behaviour while watching,
organizing, and/or participating in movement
activities.
- Demonstrate strong problem solving skills (i.e.
Using a creative shot to get around a tree in disc
golf)
 Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?

GRASPS Elements of the Performance Task

G – Goal Goal: Understand and perform the skills needed to be successful in disc sports
What should students
accomplish by completing while being aware of strategies and adjusting to different environments or scenarios
this task?

Role: Understand role as individual, teammate, and opponent

R – Role
What role (perspective) will
your students be taking? Audience: Grade 9 Physical Education students
A – Audience
Who is the relevant Situation:
audience? - Skill tests: at disc golf course (throwing, putting, strategy, respectful
etiquette, participation)
S – Situation - Skill tests: Ultimate in gym or outside (throwing, catching, route running,
The context or challenge game scenario)
provided to the student.
- Quiz: rules, regulations, names of throws for each game
P – Product,
Performance Product: Gain more interest/understanding in disc sports for long-term knowledge
What
and the pursuit of lifelong physical activity. Students should feel confident while
product/performan
ce will the student enjoying these alternative sport
create?

S – Standards & Rubric/assessment piece is completed.

Criteria for
Success
Attach rubric to Unit Plan
Create the rubric for
the Performance
Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, journals or How will students reflect upon or self-assess their
other means) will students demonstrate achievement of the desired results? Formative learning?
and summative assessments used throughout the unit to arrive at the outcomes.

Beginning of each lesson (summative assessment): 1-5 scale (1 being low, 5 being
- review/reinforce key points and cues from previous high)
lessons - Effort/Attitude
Halfway through unit - Improvement
- Ask review questions - Understanding
- Gain level of understanding with class - Cooperation skills

Observation with positive reinforcement while also

providing insightful feedback (formative assessment)
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

The outcomes (PE 9.4, 9.5, 9.6, 9.12) are highlighted for this unit. The overarching goal of this unit
is that the students who are being taught will be confident, competent, proficient and motivated
because of their development in the complex skills and knowledge of disc sports. They should be
able to implement the skills they learned effectively in a variety of different environments, while
understanding the guidelines and following them with proper etiquette.

Most students have used or seen a frisbee being thrown and they have the foundation of throwing
and receiving projectiles. Now, building on their previous knowledge and skills they will understand
how to manipulate a disc in a more organized sport related setting. They will understand the
importance of different throws and how they can be used to have success.

Ensure the students have a clear idea of where they are going through the motivational set, and a
road map of each specific class. During the motivational set, expose the students to both the
professional and leisurely sides of disc sports through Youtube videos and interesting facts about
each sport.

Students will be involved in pre-planning through activity modifications, equipment setup/clean up,
and expectations/behaviour for physical education lessons that involve a new and different
environment (disc golf course). They will also develop their own plan for “skill improvement”
(assignment) and complete it at the end of the unit to see if they reached their goal, along with a
write up of why or why not. A form of technology on smartphones can help measure disc golf
throwing distance (and therefore help students see whether or not their drive is going further).
Using an App on their phones. Use the app to measure distance from where you threw to where
your disc landed. See if you can improve your distance. Nice tool for students to use and see their
improvement/ see how far they are throwing the disc. Feel free to use a step counter app to count
the steps to the disc as well. Students will share a phone if need be.

Physical abilities of the individuals will be considered. Some students will need a shorter distance
between them and their partner while others may increase the distance when throwing and
receiving a disc. For disc golf, some students will be intimidated by the teepad and the idea of
throwing off the teepad, allow students to throw from a different area (ahead of the teepad or off to
the side). Students with behavioural problems/attention disorders will be addressed when they are
disruptive to other learners. Proximity based strategy, stand closer to them when going over
instructions/demonstrations.

The learning environment can be enhanced by instructing in a position where distractions are
behind the student. Standing with students on the edge of the circle so each student is visible as
opposed to in the middle of the group. The learning can be done in a classroom but the gym would
be a preference so that the students can transition to the activity quickly.

How will you engage students at the beginning of the unit? (motivational set)

- Ultimate is one of the fastest growing sports in the world and can be played
anywhere
- Use technology, such as YouTube videos, to provide visual examples of the sports
being played at competitive and recreational levels. Ensure athletes of multiple
different cultural backgrounds and genders are shown in the videos, to enhance
the inclusiveness and culturally sensitive learning environment.
- Ultimate is likely to be added to the summer Olympics
- The world record for longest disc thrown (disc golf disc) is 1,109 feet by David
Wiggins Jr. (show video? If there is time)
- There are professional tournaments and world championships held for
professional disc golfers
- On average, an Ultimate Frisbee player runs 4km in a one hour game.

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?

# Lesson Title Lesson Activities CCCs Resources

1 - Situate myself as a white male, acknowledge

Intro to that we are on Treaty 6 territory (acknowledge
Unit/ that we are on Treaty 6 land before each lesson)
Ultimate - Encourage students to bring and practice their
Frisbee culture, religion in the class. Ensure all students
skills understand the expectations that all worldviews,
cultures, religions, sexual orientations, etc will be
accepted and respected in this class and
throughout this unit. (remind students of
 respectful and inclusive behaviour expectations
before each lesson)
- Motivational Set
- Show Ultimate Frisbee Video(s)
- Introduce different throws
- Throwing (forehand, backhand, L/R)
- Receiving
- Get a feel for the frisbees

2 -Rules of the game of Ultimate, ensure students

Introducti understand them
on to -Essential practice time for the students, practicing
Ultimate passing and receiving.
rules/strat -Practice running different routes
egies/etiq -Practice anticipation skills (throwing in front of the
uette person who is running etc.)
-Practice various game like scenarios (example:
Throwing and catching when there are defenders)
-Explain proper etiquette, expectations of teamwork, and
what good sportsmanship looks like
3 Ultimate -Motivational set with a video showing amazing Ultimate
Frisbee Frisbee plays/catches.
Skill -More time to practice (progression)
Practice, -Fun Mini Games/ Relay throwing and receiving games
Mini -Finish the lesson with the students’ first full game
Games, experience (15 min getting game like experience)
and First
full game
experienc
e
4 -Combine all practiced ultimate skills in a scrimmage
Ultimate style game
Skills/Ga -Depending on the size of the class and the amount of
me space available, two games at one time is an option.
-Remind students of the rules of the game, the cues for
the skills, and the expectations of the class (teamwork
etc.)
5 -Motivational Set
Introducti -Show videos of a professional Disc Golf competition
on to and videos of far drives for part of motivational set.
Disc Golf -Disc Golf basics (introduce important rules)
-Discuss flight patterns and different types of throws
 (Forehand (flick), backhand, hyzer, anhyzer, hyzer flips
etc.)
-Ensure students understand the differences in discs
and how to select the proper disc for each throw
-Practice throwing to partner (short range putting
practice)
-Throw longer distance shots outside on the soccer field
or any open field to get a feel for the discs and a better
understanding of how they fly (and how to make them fly
better)
-Introduce technology that can help measure disc golf
throwing distance (and therefore help students see
whether or not their drive is going further). Using an App
on their phones. Make sure students share if someone
doesn’t have a phone or doesn’t have their phone with
them on that day. Use the app to measure distance from
where you threw to where your disc landed. See if you
can improve your distance. Nice tool for students to use
and see their improvement/ see how far they are
throwing the disc. Feel free to use a step counter app to
count the steps to the disc as well.
6 -Teach the rules of Disc Golf, for example: The thrower
Disc Golf cannot leave the teepad before releasing the disc, or
rules/skill players must stay behind the placement of their “lie” on
s/etiquett their second/third shots (or a foot fault can be called).
e -Teach proper technique/mechanics of the backhand
throw (standard throw that is known to generate the
most power) **DRIVING**
-Teach putting techniques and remind students of cues
such as: Release and point to the target, follow through
etc. (Practice basket or other targets for practice)
-Show a YouTube video breaking down the mechanics
of driving and putting a disc golf disc. With slow motion
video and a clear (simplified) breakdown of the skills.
-Students can also video each other throwing the discs
in order to break down their own mechanics/form (slow
motion video) and see what needs to change/improve.
Give each other feedback this way too.
-Practice different shots using the backhand throw
(hyzer, anhyzer, etc.)
-Adjust skills/different throws according to skill
level/ability
 -Ensure the students understand the proper etiquette
that comes with playing Disc Golf. Example: Waiting for
people to clear the fairway/be done a hole before
proceeding to throw
7 -Take the class to the Diefenbaker Disc Golf Course
Disc Golf here in Saskatoon!
game/skil -Put their skills to the test in a real Disc Golf
ls environment
-Students can use the phone app (mentioned earlier in
this Unit Plan) to measure distance to their disc after
throwing (steps to disc) or distance from tee-pad to the
basket.
-Students will also be allowed to take a video of their
peers or get their peers to take a video of them playing
the course. Can also use slow motion video capture to
break down their throws (follow through, release etc.)
-They will practice a variety of different shots (Putting,
midrange/approach shots, and Driving)
-Let them problem solve and choose the shot they feel
most comfortable with from where there disc lies
-Review the etiquette, rules and expectations of
behaviour on the course before starting the round!

Assess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study:
Is there alignment between outcomes, performance
assessment and learning experiences?
Yes, because the learning experiences will create
a holistic lesson on disc sports. It will cover the
spiritual, emotional, physical, and mental aspects
at the individual, community, and environmental
levels. The outcomes and performance
assessments will align with each other and give
clarity to how the students have succeeded in
developing the skills. The assessment works
together with the learning experiences and the
mandatory learning outcomes to show each
student’s understanding and learning.
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes),
instructional practices, and/or the learning
environment to meet the learning needs
and diversities of all my students?
For struggling students:
Physical:
-Shorten throwing and receiving distance
-Shorten distance to target (disc golf)
-Stick to one throwing style (develop one type of throw)
-Throw from beside the teepad or in front of the teepad
(teepad can be intimidating)
-Alter discs that are being thrown for disc golf. Often
new players assume the max distance driver will go
the furthest, but you need to be able to throw it
properly in order for it to go far. Beginners need to start
by throwing a putter, midrange or an understable driver
to see the best results and disc flight for their throw.
This will ensure all students feel success while
practicing the skills effectively.
Affective/Cognitive:
-Show the student a video on YouTube breaking down
the movement pattern/skill. Some students learn better
seeing a video of the mechanics being broken down
into parts, as opposed to just watching the teacher
demonstrate it in regular speed/ explain the mechanics
with words.
**If students are wearing certain clothing according to
their cultural traditions/religious practices. Allow them
to do so. As oppose to forcing them to change into
“proper” gym wear according to our culture. DO not
take this away from them even if it may hinder their
ability to perform the skills occasionally. For the most
part, they will be comfortable and will have moved and
done activity in that clothing before.
For students who need a challenge:
Physical:
- Increase distance to target/teammate
- Develop skills in multiple throwing styles (L/R
hand, throwing form)
- Give more advanced students a faster disc to
challenge them in throwing further than they
already can (disc golf)

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
- For putting practice, get the students to
practice putting from further away from the
basket
- Get more advanced students to practice new
shots/throws. (i.e. jump putt from long range,
or side arm flick instead of standard backhand
throw)
Affective
- Partner student with peer with lower abilities
(develop patience, leadership, building
relationships)
- Allow student to demonstrate skills to whole
class during instruction
- Ensure student continues to feel successful
through challenged activities (provide
attainable tasks)
Cognitive
- Introduce a variety of strategies that can be
used in certain situations during gameplay
- Develop teamwork skills by placing student on
a less-skilled team or in a deficit situation
The unit will begin with teacher-directed
instruction but will move towards student-
centered instruction. This transition will occur
because the PE9 level students need to build on
their leadership and cooperation skills to move
forward in their individual growth.
- Online resources (videos, drills,
demonstrations) will be provided on an
online classroom folder
- Open gym sessions will be available for
students to practice their skills
- Indoor/outdoor “putting greens” for disc
golf practice, with practice holes (baskets).
- Disc golf discs available for throwing
practice in an outdoor field (make sure
discs are checked out and come back to
the equipment room).
 - Disc golf courses are free to use.

FNM/I Content and Perspectives/Gender - Viewing the development of students with

Equity/Multicultural Education:
Have I nurtured and promoted diversity while a holistic approach and with concepts of
the SPSD Circle of Courage the FNM/I
honoring each child’s identity?
and Gender Equity content is addressed
- The class will be addressed by the
following terms: “Class, students, Grade
9s” as oppose to terms like “guys”

PGP Goals - 1.1 the ability to maintain respectful,

mutually supportive and equitable
professional relationships with learners,
colleagues, families and communities
The class and I will engage with the community
by going out and using a park that is available
through the community in Saskatoon
(Diefenbaker). This will increase the opportunity
to build relationships with the community, each
other, and the colleagues or parents that come
along.
- 1.2 ethical behaviour and the ability to
work in a collaborative manner for the
good of all learners
This goal will be achieved through my teaching
and my sense of ethics. I will work collaboratively
with the community, other teachers, and the
students in order to create the strongest learning
environment possible.
- 1.3 a commitment to social justice and the
capacity to nurture an inclusive and
equitable environment for the
empowerment of all learners
I will create an inclusive environment through
my instruction and classroom management. I will
not put a limit on a group during activities (for
example: group of 4) I will not do that, but instead,
group of 4 or 5. This ensures a student will be
able to join a group no matter what. And I will
make sure the kids are inclusive through my
expectations at the beginning of the unit and
beginning of each lesson.
- 2.2 proficiency in the Language of
Instruction
As I continue to instruct and teach, I will gain a
stronger, more proficient knowledge in the
Language of Instruction.
- 2.6 ability to strive for/pursue new
knowledge
 I will look for new teaching methods via the
internet and fellow colleagues who are involved in
disc sports. I will aim to expand my knowledge to
better myself and my teaching of the lessons. It is
important to continually learn more and educate
myself on different cultures, so that I can teach
more effectively and create a stronger learning
environment for all students in my class.
- 3.2 the ability to use a wide variety of
responsive instructional strategies and
methodologies to accommodate learning
styles of individual learners and support
their growth as social, intellectual, physical
and spiritual beings
I will accommodate different levels of
understanding/ability/learning through my
differentiation of teaching and my
adjustments/changes for the drills to ensure each
student feels success and enjoys their time being
physically active/learning new skills. (i.e. Distance
between partners is closer for students struggling
or unable to catch on as quick, or get students
who are having trouble putting in Disc Golf to
practice from a closer range first, closer to the
basket/target). I will not challenge or oppose any
cultural/religious practice in my classrooms and I
will build an environment in which it is not just
accepted but also celebrated. (i.e. cultural
clothing practices in a Gym setting. Accept it and
praise it, don’t tell the students “go change into
proper” clothes, this can be seen as shutting
down a person’s culture/identity.)
- 4.1 knowledge of Saskatchewan
curriculum and policy documents and
applies this understanding to plan lessons,
 units of study and year plans using
curriculum outcomes as outlined by the
Saskatchewan Ministry of Education
Both ultimate frisbee and disc golf hit on
multiple curriculum outcomes for Grade 9 PE as
outlined by the Saskatchewan Ministry of
Education (listed in Unit Plan, above outcomes
section)

Performance Task:
-Test on the understanding of Ultimate Frisbee and Disc Golf as sports (verbal/oral
testing or written)
-Hand in a completed personal plan for improving skills as they relate to these sports
(write a reflection on whether or not you improved and/or if you reached your
goals and explain why).
-Skill testing/assessment – assessment of skills  successfully can perform each
skill practiced in the unit (assessed throughout, but final assessment is done after
the unit to see the improvement and final result of the learning involved)

Final Mark (Unit):

Is based on participation/effort in the lessons (50%), test/quiz of understanding
(15%), Personal skill improvement plan (assignment) (15%), skill testing/
assessment (end of unit) (20%)