MYP Unit PlannerUnit Title Volleyball

Teacher(s) Viviana Serralha

Subject and Grade Level Physical Education Grade 6, Grade 7, Grade 8, Grade 9, Grade 10

Time frame and Duration 6 Weeks

Stage 1: Integrate significant concept, area of interaction and unitquestion, and ensure it can be assessed

AOI Focus

Approaches to learning:Learning the skills and techniquesnecessary to lead and active lifestyle.

Significant Concepts

Demonstrate skills and techniquesnecessary for active participation inmodified performance situations involleyball.Know the rules and understand the game.

MYP Unit Question

How can I play volleyball?

Assessment

What task(s) will allow students the opportunity to respond to the unit question?What will constitute acceptable evidence or understanding? How will students show what they haveunderstood?

Task S Volleyball - Final Assessment (C, D)

In groups of four practice and play a game of volleyball on a small sided court.

Task S Volleyball - Final Assessment (C, D)

In groups of four practice and play a game of volleyball on a small sided court.

Task S Volleyball - Final Assessment (C, D)

In groups of four practice and play a game of volleyball on a small sided court.

Task S Volleyball - Final Assessment (C, D)

In groups of four practice and play a game of volleyball on a small sided court.

Task S Volleyball - Summative Assessment (C, D)

In groups of four practice and play a game of volleyball on a small sided court.

Task S Volleyball - Final Assessment (C, D)

In groups of four practice and play a game of volleyball on a small sided court.

Task S Volleyball - Final Assessment (C, D)

In groups of four practice and play a game of volleyball on a small sided court.

Which specific MYP objectives will be addressed during this unit?

C: Performance• demonstrate the basic skills and techniques necessary for active participation in modified performancesituations in a variety of physical activities.• apply basic tactics, strategies and rules in modified performance environments in both individual andgroup situations.

D: Social skills and personal engagement• express themselves effectively, including basic verbal and non- verbal forms of communication.• demonstrate a positive attitude by supporting and encouraging others.• show respect and sensitivity to their own and different cultures.• show enthusiasm and commitment when taking part in the activity.• reflect upon their own achievements in terms of strengths and weaknesses.• set simple goals to enhance learning and devise a basic plan for achieving them.

Which MYP assessment criteria will be used?

C: PerformanceD: Social skills and personal engagement

Stage 2: Backward planning: from the assessment to the learningactivities through inquiryContent

What knowledge and/or skills (from my course overview) are going to be used to enable the student to respondto the guiding question?What (if any) Standard/skills are to be addressed?

Knowledge & Skills:• Students will review the learning of simple techniques such as serving, setting and digging on volleyball.• Students will learn the volleyball rules and have a basic understanding of rules and the game.• Students will learn some complex techniques such as spiking and upper service.• Students will review the learning of simple techniques such as serving, setting and digging on volleyball.• Students will learn the volleyball rules and have a basic understanding of rules and the game.• Students will learn some complex techniques such as spiking and upper service.• Students will review the learning of simple techniques such as serving, setting and digging on volleyball.• Students will learn the volleyball rules and have a basic understanding of rules and the game.• Students will learn some complex techniques such as spiking and upper service.

Approaches to Learning

How will this unit contribute to the overall development of subject-specific and general ATL skills?

• Collaboration:personal challenges - including respecting cultural differences, negotiating goals and limitations with peersand with teachers• Reflection:self-awareness: including seeking out positive criticism, reflecting on areas of perceived limitation

Learner Profile

Which characteristics of the learner profile will be emphasized? How will you make students aware of them?

• Knowledgeable:• Risk takers:• Balanced:

International Mindedness

How will international-mindedness be addressed?

Learning Experiences Teaching strategies

How will students know what is expected of them?Will they see examples, rubrics, templates, etc.?

How will we use formative assessments to givestudents feedback during the unit?

Explanation at the start of the unit of how the unit willproceed.

At the start of the lesson the teachers will outline thespecific objectives for the lesson.

Specific volleyball rubrics will be provided to studentsso they know the criterions they will be assessed at.

At the end of each lesson a review will be done andthe situations will be related to the volleyball specificrubrics.

How will students aquire the knowledge and practicethe skills required? How will they practice applyingthese?

What different teaching methodologies will beemployed?

Each skill will have a teacher/experiencedstudent demonstration where the most importantaspect for perform the skill will be highlighted.

Common mistakes for each skill will be focus.

Different drills for the same skill will be presentedfrom a simple format to a complex format dependingon the students technical levels.

Drills of the different skills will be presented fromsimple to complex.

Skills will be performened individual or agains a wallfirst, than in pair and finally in teams in reduced gamesituations.

Do the students have enough prior knowledge? How are we differentiating teaching and learning forall? Have we considered those learning in thelanguage other than their mother tongue? Have weconsidered those with special educational needs?

On the first lesson students will play a reduce gamesituation so the teacher can assess their initialtechnical levels.

Different group levels will be identified and theteaching will be differentiated for students that showmore difficulty in acquiring certain contents.

Resources

What resources are available to us?How will our classroom environment, local environment and/or the community be used to facilitate students'experience during the unit?

Ongoing reflections and evaluations

In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unitplanning section of MYP: from principles into practice.

Students And Teachers• What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?• What inquiries arose during the learning? What, if any, extension activities arose?• How did we reflect—both on the unit and on our own learning?• Which attributes of the learner profile were encouraged through this unit? What opportunities were there forstudent-initiated action?

Possible Connections• How successful was the collaboration with other teachers within my subject group and from other subjectgroups?• What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment• Were students able to demonstrate their learning?• How did the assessment tasks allow students to demonstrate the learning objectives identified for thisunit?• How did I make sure students were invited to achieve at all levels of the criteria descriptors?• Are we prepared for the next stage?

Data Collection• How did we decide on the data to collect? Was it useful?