Designing an Effective Unit

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Designing an Effective Unit
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Elements

• Title Page
• Introduction
• Goals
• Skills and activities
• Block plan
• Assessment/ Grading plan
• Bibliography

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Title Page

• Orienteering Unit Plan
• A 4 week unit of instruction
• Developed by
• Cori Menegay
• Marcus Railsback
• Noah Newton
• Stacey Sweeney

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Introduction

• Explanation of how the unit fits into the
  course/grade level curriculum
• Ideas for interdisciplinary integration
• Orienteering-Geography (map reading)
• What community resources will be needed for
  implementation
• Aerobics-Local health club field trip

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Introduction to Aerobic Dance Unit

• Aerobic dance is a fun way to develop
  cardiovascular endurance and is part of the
  Aerobics course because the skills learned will
  be useful for exercise in a health club following
  graduation.
• Aerobic dance requires learning about target
  heart rates and the calculations involved will be
  tied to mathematics. Students will keep a
  journal integrating with english language arts
  curriculum.

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Introduction continued

• Community resources available for this unit
  include
• A trip to a local health club to take a class
• A guest instructor from the health club will come
  to class
• Students will go to Middle schools and teach a
  routine

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Goals

• Specific statement about what students are
  expected to know and be able to do at the end of
  the unit.
• Includes three domains of learning
• Psychomotor
• Cognitive
• Affective
• Written so that students can understand and
  participate in their own education

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Orienteering goals

• At the completion of the Unit on Orienteering the
  students will be able to
• Complete an orienteering course as a group in
  under 30 minutes using compass skills and
  teamwork.
• Explain how to read a compass to a partner
• Verbally encourage teammates while completing an
  orienteering course

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Skills and Activities

• Complete listing of all learning activities to be
  used in the unit
• Organize according to unit goals
• Include
• Drills to facilitate learning
• Lead-up games (for sports)
• Cooperative/competitive activities
• Dance routines
• Culminating activity (tournament, dance program
  etc.)

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Block Plan

• Distributes the activities into weekly segments
• Sequences the learning into daily events
• Shows where appropriate activities fit into the
  time frame
• Skill practice progression
• Assessment
• Culminating event
• Examples in your text can be found in Chapters
  18-21

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Foundations Example
Mon Tue Wed Th Fri
Intro to Chap 1 Fitness Assess Chap 1 Contin. Fitness Assess Fitness Assess
Walking Karvonen Chap 3 Running Chap 3 Wt lifting
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Daily outline Foundations

• Day 1
• Introduction to Chap. 1, Foundations of Personal
  Fitness
• Teaching Style Command and Reciprocal
• Assessment Plan Students over personal fitness
  throughout the lecture.
• Activities The teacher will lead a discussion
  with the students over personal fitness. How
  physically fit are you now? What do you know
  about fitness? Are there health risks in your
  family? What are your prior experiences with
  fitness in other P.E. classes? What are some
  previous activities you did in other P.E. classes?

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Daily Outline

• Day 2
• Student Physical Assessment
• Teaching Style Command
• Assessment Plan Perform and supervise the
  assessment tests.
• ActivitiesThe teacher will explain and
  demonstrate the 3 assessments the students will
  be doing that day. They include the 3- minute
  step test, the trunk lift, and arm lift.
• 3- minute step test A cardiovascular test where
  the students will be stepping up and down onto a
  12-inch step at 24 steps per minute. The student
  will listen to an audiotape that will instruct
  them when to step up. After the 3 minutes the
  students will then take their recovery pulse for
  1 minute. The high fitness zone is below 85 beats
  per minute. The healthy zone is between 85 and 95
  beats per minute. The low zone is 120 beats or
  higher.
• Trunk Lift A flexibility test of the upper back
  and the trunk where the students lay flat on
  their stomach with their hands under the thighs.
  The student will then lift their chin off the
  ground and go as high as possible, holding it for
  3 seconds with another student using a yardstick
  to measure the distance from the chin to the
  floor. The healthy zone is considered to be
  between 9-12 inches and below this is considered
  low.
• Arm Lift This is a flexibility test involving
  the hamstrings and lower back. The student place
  one foot in front of the 12-inch high box with
  the other leg bent towards them and then reaches
  as far as possible. They repeat for the other
  leg. The healthy zone for boys is 10 inches and
  for girls it is 12 inches.

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Assessment/Grading plan

• Assessment plans for all three domains
• Formative and Summative included
• Grading plan aligned with curriculum scheme
• Tells how exactly a grade will be determined
  based on assessment instruments
• Focused on the goals of the unit

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Example of Grading Plan

• Overall Class Grading Breakdown
• Written Tests 30
• Skills Tests 30
• Weekly Journal 10
• Notebook 10
• Sportsmanship-Participation 10
• Dressing Out 10

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Softball/Baseball Grading Breakdown

• Written Test 30 pts
• Skills
• Hitting 5 pts
• Catching 5 pts
• Throwing 5 pts
• Fielding 5 pts
• Outfield Play 5 pts
• Baserunning/Sliding 5 pts
• --------
• 30 pts
• Weekly Journal 10 pts
• Notebook 10 pts
• Sportsmanship/Part. 10 pts
• Dressing Out 10 pts
• -------
• 100 pts total for each 6 weeks
• OVERALL GRADING
• 90-100 A
• 80-89 - B

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Bibliography

• Teacher materials (what was used in the
  preparation of the unit)
• Student materials
• Text book where appropriate (i.e. foundations)
• Resources that can be used by students for
  further study
• Handouts and readings to supplement text that
  contribute to the goals of the course