MYP unit planner
Unit Title
Basketball Unit
Teacher(s)
Basketball
Subject and Grade Level
Physical Education Grade 6-8
Time frame and Duration
3 weeks (45 minutes for each class)
Stage 1: Integrate significant concept, area of interaction and unit question,
and ensure it can be assessed
Area of Interaction Focus
Significant Concept(s)
Which AoI will be your focus? Why have you chosen
this?
What are the big ideas? What do I want my students to
retain for years into the future?
Health and Social Education.
Working as a team to achieve a common goal.
Making positive contributions to your team.
Promoting fair play with everyone, cooperative
learning and respect for others through physical
activity can lead to success.
Students will be learning to develop a sense of
accountability towards one self and a team.
MYP Unit Question
How do my actions impact my team’s performance?
Assessment
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Student will be performing certain drills with their teammates and also individually. Some of
the drills will cover the offensive and defensive aspect of playing basketball. Students will
reflect on how their attitudes and actions influence people around them. Also the students
will have time to reflect on how the actions of their teammates influence their team. Students
will show their understanding of this when they reflect on certain questions asked by the
teacher.
Acceptable evidence will be shown when students can distinguish whether their team is on
offense or defense. Also the ability to communicate with teammates in a positive way will
allow them to see how successfully they have achieved the task.
Which specific MYP objectives will be addressed during this unit?
Criterion A: Use of Knowledge
- use physical education terminology in context
- demonstrate an understanding of concepts, strategies, techniques, and rules related to a
variety of physical activities, and apply them in various contexts
- demonstrate and understanding of the various principles that contribute to fitness, and
their importance in various contexts
- use their knowledge to analyse situations and solve problems.
Criterion B: Movement Composition
- Explore movement possibilities and variations in accordance with the principles of a
particular aesthetic activity
- Link movements in order to compose aesthetic sequences, taking into account the
concepts of space, time, level, force, and flow.
Criterion C: Performance
- demonstrate the skills and techniques necessary for active participation in a variety of
physical activities.
- Apply tactics, strategies, and rules in both individual and group situations
- Perform movement concepts and sequences of movement in a variety of physical
contexts.
Criterion D: Social skills and personal engagement
- communicate effectively, including verbal and non-verbal forms of communication
- demonstrate attitudes and strategies that enhance their relationships with others
- show respect and sensitivity to their own and different cultures
- take responsibility for their own learning process and demonstrate engagement with the
activity
- reflect
- set
critically upon their own achievements
goals to enhance learning and take action towards achieving them
Which MYP assessment task and criteria will be used?
Criterion C: performance
Students are expected to be able to perform in a range of activities, and show skills and techniques ranging from basic to
complex. They should be able to apply tactics, strategies and rules in both individual and group situations.
0
Level
MYP Descriptor
The student does not reach a standard described by any of the descriptors given below.
1-2
The student shows some awareness of movement concepts, tactics, strategies and rules.
3-4
5-6
The student shows awareness of movement concepts, tactics, strategies and rules, but has difficulty in applying them.
The student applies some movement concepts, tactics, strategies and rules.
7-8
The student applies movement concepts, tactics, strategies and rules appropriately.
9-10
The student applies movement concepts, tactics, strategies and rules in a critical and effective manner.
Stage 2: Backward planning: from the assessment to the learning activities
through inquiry- do this first, and then return to Stage 1!
Content
What knowledge and/or skills (from my course overview) are going to be used to enable the student to respond to the guiding question?
What (if any) state, provincial, district, or local standards/skills are to be addressed?
Students will be actively involved in various basketball activities that incorporate working with others. They
should have an understanding of how to dribble a basketball with their right or left hand. Certain tasks will be
worked on daily are footwork, ball handling skills, and communicating with teammates.
use basic offensive and defensive strategies while playing a modified version of a sport.[2.G]
participate in games, sports, dance, and / or outdoor pursuits in and outside of school based on individual
interests and / or capabilities.[3.A]
participate in moderate to vigorous health-related physical activities on a regular basis.[3.C]
combine skills competently to participate in modified versions of team and individual sports.[1.G]
Approaches to Learning
How will this unit contribute to the overall development of subject-specific and general AtL skills?
- The students will explore the background of one of the most popular games in the world today.
- Students will also review the rules and/or skills of the game
- The techniques and skills learned should assist to having a healthy life
- Student will learn to appreciate their own self and respect similarities and differences among other.
Learning Experiences
How will students know what is expected of them? Will they
see examples, rubrics, templates, etc.?
How will students acquire the knowledge and practise the
skills required? How will they practise applying these?
Do the students have enough prior knowledge?
Teaching Strategies
How will we use formative assessment to give students feedback during
the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? Have we
considered those learning in a language other than their mother tongue?
Have we considered those with special educational needs?
Students will be performing drills that are focused
on cooperating with their teammates. Some drills
include passing, footwork drills, and playing a game
against other teams.
Website to use for information is:
http://coachesclipboard.net/
Students will be filmed performing specific plays on
the basketball court that shows how to work together
as a team to achieve success.
Evidence of understanding will come from the
student’s being able to recall the information taught
during drills and utilize them during the game
situation.
Teacher will lead drills to help with facilitating complex skills
to be learnt in simple steps and procedures.
Students will be allowed to work through mistakes as a team
instead of having the teacher correct someone each time a
technique is performed incorrectly.
Special need students tasks will be changed accordingly so
not to affect the teammates.
Students will be graded on a rubric to see how effectively
their group was able to perform the offensive or defensive
tactic chosen.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
We will be using a basketball court, basketball, and practice jerseys to distinguish teams, video camera to film the
students.
The internet to research drills that the group can teach the class.
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus
questions in the unit planning section of MYP: from principles into practice.
Students and Teachers
What did we find compelling? Was 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?
Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? 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 I decide on the data to collect? Was it useful?