Sie sind auf Seite 1von 8

6th Grade

Individual/Dual Sports
Unit 3

Table of Contents
Individual/Dual Sports

Section Page Number


Unit Description and Standards 2

Unit Essential Questions 3

Unit Goals and Sub Goals (Task Analysis) 3

Unit Language 4

Unit Assessments Checklist 5


Unit Assessment Rubric 6 (Incomplete)

Ordered Teaching Points, Materials, and Equipment 7-8

1|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14
Grade 6 Dates of Unit:
Physical Education Unit 3 September
Unit Title: Individual/Dual Sports
Stage 1 Identify Desired Results
Unit Introduction:
Introduction Any sport in which a player can play one vs one, two vs two, or compete against oneself. Students will learn
and and understand basic skills, rules, strategy and etiquette of individual/dual sports, and incorporates those into
standards: structured games.

Sports may include, but not limited to: Track and field, badminton, table tennis, tennis, circuit training…

Standards:
 PE.06.EE.A-Demonstrate basic movement principles in performing skills related to a team activity and an
individual or partner activity
 PE.06.EE.F-Demonstrate basic strategies specific to one team activity and one dual or individual activity.
 PE.06.FL.B-Understand categorized physical activities according to potential fitness benefits.
 PE.06.SM.A-Apply rules, procedure, and etiquette that are safe and effective for specific
activities/situations.
 PE.06.SM.B-Identify the elements of socially acceptable conflict resolution and sportsmanship

2|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14
Essential What life-long benefits can be gained from participating in individual/dual sports?
Questions:
Goals: Students will be able to demonstrate Students will be able to Students will be able to
or explain spatial awareness, demonstrate proper rules, demonstrate proper
movement principles during play and procedures, and etiquette during sportsmanship during activity.
the physical benefits of play. activity.

Learning I can perform various locomotor I can differentiate between I can cooperate with others.
Targets: patterns. correct and incorrect procedures
and etiquette.
I can maintain position while at play. I can identify if I have broken a I am courteous towards others.
rule, procedures, or etiquette if
prompted.
I can check my heart rate. I attempt to self-officiate a I can share playing time with my
particular activity. team mates.
I can explain the benefits of a given I participate in fair play.
activity on my physical health.

3|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14
Stage 2 Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s): Academic Language Stems:
Easy for Beginners
 Providing Instructions  Uses gestures and vocabulary to give instructions.
o Run (pointing to a location)
o Walk (pointing to a location)
o Slide (pointing to a location)
Unit Vocabulary:
Medium for Intermediate
LOCOMOTOR SKILLS  Uses phrases and vocabulary to give instructions.
Walk Gallop o Run to the cone.
Jump Side-slide o Walk over there.
Hop Skip o Gallop fast.
Run Leap
Difficult for Advanced and Fluent
LEVEL PATHWAY TEMPO DIRECTIONS RELATIONSHIPS  Uses complete sentences to give instructions.
Low Straight Slow(ly) Backward Over  Examples:
Medium Curved Medium Forward Under o Walk quickly around the farthest cone.
High Zigzag Fast Sideways On o Run quickly to the farthest cone and back.
Quick(ly) Upward Off o Gallop to the nearest cone and back.
Downward In o Skip in a zigzag pathway around the ___ and back.
To the right Out o Side-slide to the left of the cone.
To the left Around
Through
Mirror

Assessment  Goals Rubric


Tools:  Assessment Checklist

4|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14
Unit 1 Assessment Checklist

Teacher: ____________________

Grade Level: _________________

Student Name Notes

B = Beginning D = Developing P = Proficient M=Mastery

5|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14
Unit of Study Assessment Rubric
Unit #1 – Building a Foundation

Learning Target Mastery Proficient Developing Beginning

Language Learning Target

6|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14
Stage 3 Plan Learning Experiences and Instruction

POSSIBLE ORDER OF TEACHING POINTS WITH SUPPORTING MATERIALS

Teaching Point Materials/Lessons Equipment


1. I start and stop on command.  Spark K-2, Building a Foundation: Lesson 1 4 Cones
“Orientation and Personal Space” (page 1-3) Spot Markers (1 per student)
2. I follow directions immediately  Spark K-2, Building a Foundation: Lesson 3 4 Cones
once I understand them. “Locomotor Skills, Levels, and Directions” (page 9-11) Spot Markers (1 per student)
 Spark K-2, Building a Foundation: Lesson 4 “Pathways 3 Movement Cubes
and Creative Moves” (pages 13-15)
3. I can give directions for an activity. 

4. I share with others.  Spark K-2, Building a Foundation: Lesson 8 “Pairing 4 Cones
and Moving Together” (pages 29-31) 3 Movement Cubes
5. I cooperate with others.  Spark K-2, Building a Foundation: Lesson 9 “Pairs 4 Cones
Combining Movement Concepts” (pages33-35) 3 Movement Cubes
 Spark K-2, Building a Foundation: Lesson 10
“Grouping and Making Bridges” (pages 37-39) 4 Cones
Spot Markers (optional)
4 Hula Hoops (optional)
6. I am courteous towards others. 

7. I perform various locomotor  Spark K-2, Building a Foundation: Lesson 3 4 Cones


patterns. “Locomotor Skills, Levels, and Directions” (page 9-11) Spot Markers (1 per student)
3 Movement Cubes
8. I perform various locomotor  Spark K-2, Building a Foundation: Lesson 4 “Pathways 4 Cones
patterns while maintaining and Creative Moves” (pages 13-15) Spot Markers (1 per student)
personal space. 3 Movement Cubes
9. I can feel my heart beat.  Spark K-2, Building a Foundation: Lesson 13 “Fitness 4 Cones
Introduction” (pages 47-49) Mats
10. I can determine if my heart beat is  Spark K-2, Building a Foundation: Lesson 13 “Fitness 4 Cones
fast or slow. Introduction” (pages 47-49) Mats
7|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14
11. I can make the connection between  Spark K-2, Building a Foundation: Lesson 13 “Fitness 4 Cones
my heart rate and the tempo of the Introduction” (pages 47-49) Mats
exercise.

8|Page
Unit Developed by Pete Paxton, Glenn Hopkins, & Lena Baucum: 5/20/14