Teacher Name: Kelsey Boulton

Section 1

Identify Desired Results

What essential questions ties these outcomes to real life?
How does developing these skills allow one to be active outside of the classroom? How can you interact positively with others? What can you do to ensure you lead an active way of life?

What General Learner Outcomes are being addressed?

A - (Activity) Students will acquire skills through a variety of developmentally appropriate movement activities; dance, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits. C (Cooperation) Students will interact positively with others. D (Do it Daily for Life!) Students will assume responsibility to lead an active way of life.

What Specific Learner Outcomes are being addressed as a result of this unit?
A8-5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy and distance in skills specific to an activity. A8-10 select, combine and perform activityspecific basic skills in a variety of games. A8-11 be able to identify and evaluate specific strategies that coordinate effort with others; e.g., team/fair play, in order to achieve a common goal. C8-4 describe, apply and practice leadership and followership skills related to physical activity. C8-6 identify and demonstrate positive behaviors that show respect for self and others. D8-3 - select and apply rules, routines and procedures for safety in a variety of activities. D8-7 evaluate different ways to achieve an activity goal, and determine personal and team approaches that are challenging for both the individual and the group.

What essential and unit questions will focus this unit meaningfully for students?
Why is it important to be able to receive, retain and send an object with varying speeds, accuracy and distance? How can you use activity-specific basic skills in a variety of different games? What are specific strategies that coordinate effort with others? How can you demonstrate leadership and followership skills? Why is it important to demonstrate positive sportsmanship? Why are rules, routines and procedures important to follow in physical education? What are different ways to achieve an activity goal?

ED 3604 Evaluation of Student Learning Unit Assessment Plan

Subject Area Grade Level Topic

Physical Education Grade 8 Team Games

Teacher Name: Kelsey Boulton Assessments Learning Outcomes

(GLOs/SLO #s)
Title Type
(Formative/Summative)

1. Participation S 15%

2. Interest and readiness inventory F n/a

3. Basic Skills Checklist S 15%

4. Game Presentation F/S 30%

5. Quiz S 20%

6. Reflective Journals F/S 20%

Weighting A8-5 demonstrate ways to receive, retain and send an object with varying speeds, accuracy and distance in skills specific to an activity A8-10 select, combine and perform activityspecific basic skills in a variety of games A8-11 be able to identify and evaluate specific strategies that coordinate effort with others; e.g., team/fair play, in order to achieve a common goal C8-4 describe, apply and practice leadership and followership skills related to physical activity C8-6 identify and demonstrate positive behaviors that show respect for self and others

D8-3 - select and apply rules, routines and procedures for safety in a variety of activities D8-7 evaluate different ways to achieve an activity goal, and determine personal and team approaches that are challenging for both the individual and the group

Taxonomic Level

Knowledge/Comprehension Application/Analysis/Synthesis/Evaluation All Taxonomic Levels

Teacher Name: Kelsey Boulton

Assessment Tool Overview

Assessment Tool Observation (Participation) Description Students participation will be assessed on a daily basis. Students will be assessed on their leadership, cooperation, attitude, respect, effort and followership. A rubric will be used to assess students participation. Students will be given a chance to look at the rubric and a copy will be posted on the gym wall. Students will be given an interest and readiness inventory to complete at the beginning of the unit. The inventory will ask students questions that will help determine students interests and readiness for the unit. Students will be assessed on 2 different occasions throughout the unit on their basic skills (manipulative). Students will be assessed on their catching, throwing, kicking, batting and retaining. In groups of 4 or less, students will either create or find a team game to teach/present to the rest of the class. A variety of methods can be used to present the game to the class. The presentation will be 30 minutes in length. Students will be assessed on their leadership, attitude and respect for others, cooperation and safety. Each student will also perform a peer evaluation of one other groups game presentation (will not be included for marks). Students will be given a quiz composed of multiple choice, matching and short answer questions. Questions will assess students knowledge of skills, strategies and rules as well as students application/analysis/evaluation of skills, strategies, fair play and positive behaviors. Students will provide a written reflective journal response to 5 journal prompts given throughout the unit. Students must apply the knowledge, skills, and attitudes they acquire in class to write their responses.
Assessment FOR Learning Assessment AS Learning Assessment OF Learning

Interest and Readiness Inventory (Pre-assessment tool)

Basic Skills Checklist

Game Presentation (Performance Assessment)

Quiz

Reflective Journals

Teacher Name: Kelsey Boulton

AAC Rubric Template

Level Criteria

Student Name Date Task

Game Presentation

4
Excellent

3
Proficient

2
Adequate

1
Limited *

Insufficient / Blank *
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Leadership

Takes on roles and responsibilities with enthusiasm

Takes on roles and responsibilities

Takes on roles and responsibilities with encouragement

Avoids or refuses to take on various roles and responsibilities

Attitude and Respect for others

Displays a positive attitude and enthusiasm toward the project Respect for others ideas is consistently evident

Displays a positive attitude Respect for others ideas is frequently evident

Displays and indifferent attitude Respect for others ideas is occasionally evident

Expresses disinterest in project Little or no respect for others ideas

Cooperation

Works cooperatively, providing encouragement and support for others

Works cooperatively with others

Need reminders in order to work cooperatively

Needs supervision in order to work cooperatively

Considers the well-being and safety of others Safety Consistently follows safety and equipment rules

Considers the well-being and safety of others Frequently follows safety and equipment rules

Needs to be reminded to consider the wellbeing and safety of others Usually follows safety and equipment rules

Rarely, if ever considers the well-being and safety of others Rarely, if ever follows safety and equipment rules

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve. Adapted from Physical Education Guide to Implementation: K-12 (2000.)

Template provided by Alberta Assessment Consortium www.aac.ab.ca