Teacher(s)
Matthew Tolene
Subject group and discipline
Physical Education III/IV
Unit title
Individual Wellness
MYP year
N/A
Unit duration (hrs)
20
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Change
Energy, Refinement
Personal and cultural expression
Exploration: ritual and play
Statement of inquiry
Conceptual Understanding:
Change in energy may require refinement
Statement of Inquiry:
Change in energy may require refinement in ritual and play
Inquiry questions
Factual Question(s): What drives change?
Factual Line of Inquiry: Students will investigate change in individual wellness consequences healthy and unhealthy
Conceptual Question(s): How can we manipulate energy?
Conceptual Line of Inquiry: Students will explore fitness activities and their connection with energy
Debatable Question(s): How much energy should people put in to refining themselves?
Debatable Line of Inquiry: Students will explore their Wellness level and indicate areas and solutions to improve their Wellness
Middle Years Programme Unit planner
1
Objectives
Ai Explain physical health education factual,
procedural and conceptual knowledge
Aii Apply physical and health education knowledge to
analyse issues and solve problems set in familiar and
unfamiliar situations
Aiii Apply physical and health terminology effectively
to communicate understanding
Ci In order for students to demonstrate and apply a
range of skills and techniques effectively students
must apply skills and knowledge in unfamiliar
situations (Think, Transfer skills)
Summative assessment
Outline of summative assessment task(s) including
assessment criteria:
Relationship between summative assessment task(s)
and statement of inquiry:
P.E. LAB
Change involves understanding and evaluating
causes, processes and consequences.
Student will conduct a lab in which they will explain
P.E. / Health factual, procedural, and conceptual
knowledge. Lab will assess student’s ability to apply
P.E/ Heath knowledge to analyse and solve problems
set in familiar and unfamiliar situations.
Students will be tasked with a Wellness questionnaire
to analyze current lifestyle habits and determine
changes nessasary for future wellness
Wellness Lab
Students are tasked with discovering their wellness
level and its relationship to their daily routine and
how to improve their routine to improve their
wellness.
Students will also demonstrate the quality of Yoga
they have learned through out Unit 2
Criteria:
Cii In order for students to demonstrate and apply a
range of strategies and movement concepts students
must by considering ideas from multiple perspectives
(Thinking, Critical thinking skills)
Ciii In order for students to analyse and apply
information to perform effectively students must
identify obstacles and challenges (thinking,
critical thinking skills)
IB A
i.Explain physical health education factual, procedural
and conceptual knowledge
ii. Apply physical and health education knowledge to
analyse issues and solve problems set in familiar and
unfamiliar situations
iii. Apply physical and health terminology effectively to
communicate understanding
IB C
i. Demonstrate and apply a range of skills and
techniques effectively
ii. Demonstrate and apply a range of strategies and
movement concepts
iii. Analyse and apply information to perform
Middle Years Programme Unit planner
2
effectively
Approaches to learning (ATL)
Ai. In order for students to explain physical health education factual,
procedural and conceptual knowledge the students must give and receive
meaningful feedback
(Communication, Comm. skills)
Aii. In order for students to apply physical and health knowledge to
analyze complex issues to solve complex problems set in familiar and
unfamiliar situations the student must interpret data
(Thinking, Critical thinking skills)
Aiii. In order for students to apply physical and health terminology
consistently and effectively to communicate understanding the student
must use and interpret a range of discipline-specific terms and symbols
(Comm. Comm. Skills)
Content & Standards
Wellness Lab
What are the benefits of Yoga
Are health and performance connected?
Perform basic Yoga poses
Compare American sports with Euro Rugby and Asian Cricket
W10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences
R1: Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text
Ci. In order to demonstrate and apply a range of skills and techniques
effectively students must apply skills and knowledge in unfamiliar
situations (Think, Transfer skills)
Cii. In order to demonstrate and apply a range of strategies and movement
concepts students must consider ideas from multiple perspectives
(Thinking, Critical thinking skills)
Middle Years Programme Unit planner
3
Ciii. In order to analyse and apply information to perform effectively
students must identify obstacles and challenges (thinking, critical thinking
skills)
Action: Teaching and learning through inquiry
Learning process
Learning experiences and teaching strategies
Ai in lesson- Students peer assess, teacher feedback, self assessment throughout Unit 2 with Yoga, & Wellness related classroom activities
Aii in lesson- Students will look at Yoga statistics to answer a complex question regarding refinement
Aiii in lesson- Each sport has specific terminology to use, and hand symbols for officiating, game play, audience, in this particular unit students will be asked
to know the names of certain Yoga poses and their associated benefits
Ci in lesson- Students will explore new body movement concepts through Yoga, fitness routines and related activities
Cii in lesson- Students will examine international movement concepts ranging from Yoga (India), Tai chi (China), meditation (the east & middle east) , and
Pilates (Germany) to gain a deeper understanding of their geographical seperation but also their interconnectedness with their effects on energy. Why did
these different styles pop up?
Ciii in lesson- Students will reconginize obstacles to overcome whether personal or from a competitor to achieve a better performance, specifically their
own physical limitations and how to overcome them through practice.
Student centered lessons
Gradual Release
Middle Years Programme Unit planner
4
Group activities
Paired learning activities
Close Reads
Minimal Direct instruction
Research opportunities
Question and Answer no opt out
Human Physiology Intro
Process Journal
Food log
Formative assessment
Differentiation
Peer and self assessment
Providing examples (work samples or task-specific clarifications of
assessment criteria)
Formal observation
Mini labs
Structuring support (advance organizers, flexible grouping, peer
relationships)
Establishing interim and flexible deadlines; and adjusting the pace of
learning experiences.
Learner Profile Development
Cultivating International-Mindedness
Opportunities to Love Learning
Communicator
Students will read, watch, and talk about other
countries reason’s for meditation. Specifically Tibet
meditation, Islamic Meditation, and Zen (China).
De-stressing in a ten minute mediation session
Risk-taker
Re-charging from head stands, breathing, stretching
Open minded
Benefitting physically and mentally from Yoga and
realted activities with your friends in a positive
atmosphere
Middle Years Programme Unit planner
5
Team work, team play
Team challenges requiring thinking outside the box to
reach a successful outcome
Resources
Technology & Digital Media
Texts
Other
International Journal of Yoga
Ipad
Computer Lab
Document Camera
Video Clips
Audio clips
http://www.ijoy.org.in/article.asp?issn=09736131;year=2014;volume=7;issue=1;spage=4
;epage=8;aulast=McCall
Journal of School Health
http://www.rand.org/topics/physical-education.html
Lap top
U.S. Department of Health and Human
Services
Projector
http://www.nih.gov/health/wellness/
Ipod
Middle Years Programme Unit planner
Friday Night Lights: A Town, A Team, and a
Dream (football)
6
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
Anticipate areas of confusion for students and be
ready to address the needs of the class.
• What difficulties did we encounter while completing
• What were the learning outcomes of this unit?
• What do students already know, and what can they
do?
They can move and stretch with little to no problem
• What have students encountered in this
discipline before?
Tough to say, they some haven’t had PE for years
• What does experience tell us about what to expect
in this unit? This will be a build up from starting from
very basic Yoga to intermediate
• What attributes of the learner profile does this unit
offer students opportunities to develop?
Risk Taker
Open minded
Communicator
caring
the unit or the summative assessment task(s)?
Some students are getting into it some are not
• What resources are proving useful, and what
other resources do we need?
The laptop projector is clutch right now
• What student inquiries are emerging?
They are getting more curious about Yoga in
general
• How well did the summative assessment task serve
to distinguish levels of achievement?
• Was the task sufficiently complex to allow
students to reach the highest levels?
• What evidence of learning can we identify?
• What artifacts of learning should we document?
• What skills need more practice?
It seems some students are still a bit close minded
towards Yoga. I like that I’m taking my students
out of their comfort zone but I have to get more
involved.
• What potential interdisciplinary connections can
we identify?
Science with a PE lab
Math application with data
Middle Years Programme Unit planner
7
Weekly Plans
Week 1
Line of Inquiry
Students will investigate change in individual wellness consequences healthy and unhealthy
Texts
http://www.ijoy.org.in/article.asp?issn=0973-6131;year=2014;volume=7;issue=1;spage=4;epage=8;aulast=McCall
International text on Yoga, great text on Yoga
Digital Media & Other Technology
http://www.youtube.com/watch?v=nEUdh_3q9OU
http://big.assets.huffingtonpost.com/BodyOnYoga.png
http://media-cache-ak0.pinimg.com/736x/85/b2/6a/85b26a90d2f379094793c927997e2c61.jpg
https://www.youtube.com/watch?v=GNiMiF-W994
lap top/projector
“Wow” moments/opportunities to love learning
Assuming a challenging Yoga pose after several attempts
Self assess- do you feel better or worse after having done Yoga?
Hopefully its a Wow moment
Middle Years Programme Unit planner
8
Monday
Learning Outcomes
Activities/Learning Experiences
Differentiation, A/Ms
SWBAT:
Develop LP traits
Open-minded and
communicator
5min Opener: Compare/contrast Dwaine Wade with Derick Rose
supported with statistics
For all Lessons
Follow IEP’s
Graphic organizers
Visuals
Re-do policy
Active Feedback
Re-direction
Read to
Extened time
Peer tutor
Alternative
assignments
Declare their position
on a topic and either
defend it or change
based on other
positions
Apply movement
concepts in an effort to
increase Wellness
Tuesday
5min Intro the Wonder Wall, have students write in their curiosities
towards Yoga
10min Strategically mix up groups of students for effective discussion on
Yoga with a focus on debate, and opinions. Concluding with “What’s the
purpose of Yoga?
20min Yoga for Youth *this is a workout they will be doing*
http://www.youtube.com/watch?v=nEUdh_3q9OU
Assessments (please
note Formative or
Summative, align to
Gradebook category)
Peer and self
assessment of Yoga
performance IB
Formative
Formal Observation
Self assessment IB
formative
10min flex time and/or cool down time, closer
SWBAT:
LP development
Open minded to
support KEY
CONCEPT change
10min Opener: Pro’s and Con’s of Kid Cuddi and deduce a collective
opinion *getting students hooked into lesson then transition to content
Hand out is a graphic
organizer
10min Present multiple perspectives on Yoga through the lens of America,
Asia, Africa, and Austrailia
Chunked article
Explore Yoga for its
health benefits
15min Read over the Hand out How Yoga transforms your body” and
discuss Yoga’s consequences
Model think aloud, and re-reading, model questioning, chunk the article,
underline key words & phrases, guiding questions on separate sheet,
working with a partener
http://big.assets.huffingtonpost.com/BodyOnYoga.png
Formal observation
Formal assessment
Pop quiz IB formative
Extra time
Extra think time
10min of Beginner Yoga- sun salutation, head-stand
5min cool down, close
10min Pop quiz: Where is Yoga the most popular? America, Asia, Africa,
Or Austrailia
Middle Years Programme Unit planner
9
Wednesday
SWBAT:
Recognize stressers in
their life
Examine current coping
methods for stress and
explore new coping
methods through Yoga
Explore personal
stressors and stress
level
10min Opener: Clip on Yoga for youth, Yoga taught to at-risk 6th graders
and the reaction of the kids.
https://www.youtube.com/watch?v=GNiMiF-W994
turn and talk, then report out to teacher
Teacher support as
needed
Partnered students as
needed
Formal check list
Understanding of Yoga
Meets, needs
improvement, not
present
20min Describe three events that gave you mild to moderate stress and
how you handled the situation. What triggered the stress, how you
reacted, and consequences afterward. Then share with your group (
groups of 3-4)
15min Complete a Self –Assessment stress check list to determine
whether or not the student is headed toward a stress related illness
http://www.docstoc.com/docs/42139807/Life-Stress-Test
5min Review what was taught, close
Thursday
SWBAT:
List common types of
stress, and symptoms
of stress
Examine statistics
related to Yoga and
extract solutions to
complex questions
Investigate solutions to
lowering stress levels
10min Opener: Draw what stress looks like, present to the class; discuss
how it felt to draw stress. Was it a positive or negative experience?
Article is a graphic
organizer
20min On your own brain storm and list what causes you stress and what
you think the symptoms are then examine a stress/symptom article and
update your list. (groups of 3-4)
http://herbexhealth.com/wp-content/uploads/2013/07/stress-assessmentwheel.png
Group work
Formal observation
Self assessment
Teacher guidance as
needed
Higher Order Thinking
Skills
12min Interpret a set of Yoga related data and answer the question What
is the current status of Yoga in America, looking at Yoga articles published
from 1950 to 2012 what is the connection between the Yoga and Yoga
articles?
8min When and where can you perform Yoga?
Middle Years Programme Unit planner
10
http://www.tonikay.ca/320694/1773521/personal-projects/yoga-in-america
Friday
SWBAT:
LP development open
minded
15min Opener: Think of what Yoga means to you, how it makes you feel
and draw a picture that represents this. Post pic’s along the wall and have
students critique.
Develop
physical/mental
stamina, & stress relief
Refine movement
concepts for add fitness
20min Yoga for Youth *20mins of doing beginner Yoga*
http://www.youtube.com/watch?v=nEUdh_3q9OU
Use beginner Yoga
terminology
appropriately
Middle Years Programme Unit planner
Modified Yoga for any
student who requires it
Teacher provides
modifiacation
Formal assessment
check list on applying
Yoga movements
Mastery, emerging
skills, no skills present
YET!!
10min Reflect on the Yoga session with discussion with a focus on using
proper Yoga terms. Concluding with “What’s the purpose of Yoga?”
hopefully envoke a stronger discussion with a positive look at Yoga.
10min flex time, review, and/or cool down
11
Week 2
Line of Inquiry
Students will explore fitness activities and their connection with energy
Texts
http://www.yogacalm.org/research.asp
*this text will be chunked and the vocab will be adjusted
Digital Media & Other Technology
Lap top
Projector
“Wow” moments/opportunities to love learning
Discover your own bodies range of motion with your peers
Monday
Tuesday
Learning Outcomes
Activities/Learning Experiences
Differentiation, A/Ms
Assessments (please note
Formative or Summative, align
to Gradebook category)
No School
SWBAT: In the gym
LP development
Communicator
Have students add to wonder wall and discuss
possible answers with each other
Chunked article
Formal observation on wonder
wall
Develop a fundamental
understanding of Yoga
concepts Ai
½ page CCSS article on Yoga’s academic
benefits with close read type questioning in group
of 2-3. Students will interpret the data provided in
the Huffington Post article “Yoga in school,
Physical Ed. 21st century”
Perform beginner Yoga poses
using a new Yoga session Ci
Read level adjusted
Grouped students
Teach, re-teach
Extended time
Yoga session: Yoga whole body, or Sun
Salutation with Mr. Tolene
http://www.youtube.com/watch?v=gDQNqZMv1V0
or
Me
CCSS assess against R1
standard Cite and support
analysis of text.
Demonstration assess with IB C
Check list
Teacher models expectation
Hints provided on paper
Team building/social skills: perform 3 poses as a
class once all 3 have been demonstrated class
moves on to student choice activity
Wednesday
SWBAT: with Mr. Rock
Middle Years Programme Unit planner
*Subbed out Junior Field Trip to JJC
Group work
Lesson assessed against IB A
12
LP development
Communicator
Create a PE lesson plan
revolving around Yoga, and
stress relief Ai,ii,iii
Thursday
SWBAT:
Discover their individual
Range of Motion ROM through
Mobility motions/tests for
shoulders and hips Cii
Use PE & health terminology
comfortably Aii
Friday
SWBAT:
Connect Yoga poses with the
correct label, perform the pose
and provide its physical
benefits Ai,ii Ci,ii
Use PE & Health terms
confidently Aii
Post grades on the wall; provide space and time
for students to reflect on their performance, grade,
and assignments, revisions.
rubric
Extended time
Redo policy
In groups of 3-4 draft a PE lesson plan
incorporating what you would want to do with
Yoga in PE. Lesson must include: Warm up, 4-5
Yoga poses explaining how to do each pose,
include easier versions for accommodation, chose
an assessment method, quiz, check list, just by
looking, no assessment, how to close the lesson.
Provide how much time for each part of the lesson
The best PE lesson may show up in the gym.
Students go through squat and shoulder mobility
motions to see where their range of motion is on
their hip joints, and shoulder joints
Discussion assess formal
observation
Teach, re-teach
Peer assessed student made
lesson plans using beginner,
intermediate, expert, advanced
scale
Proximity to teacher
ROM assessed with IB C rubric
Teacher model
Discussion assess with IB A
rubric
Teach, re-teach
Students will find their ROM in these two areas
and dicuss results using compare/contrast with
peers Aii,iii
Mr. Tolene will encourage more physical activity
to students with limited ROM
Students work in groups of 5 reviewing 5
beginner/intermideate poses which are symbolic
to animals or objects looking off index cards with
each pose illustrated practicing all five
Extended think time
Strategic grouping
Visual aids
Verbal explaination
Cobra
Prone boat
Warrior II
Warrior III
Tree
5 poses assessed with IB A &C
rubric
Hands on activity
Extended time
IB C used with
Novice/beginning,
learner/developing,
practitioner/using,
expert/sharing rubric base off of
Principals to Practice
When each group is ready Mr. Tolene observes
each groups posing and after listens to benefit
explanation
Possible probing question: do you feel more/less
Middle Years Programme Unit planner
13
energized after this session, week of Yoga,
same?
Middle Years Programme Unit planner
14
Week 3
Line of Inquiry
Students will explore fitness activities and their connection with energy
Texts
http://bjsm.bmj.com/content/33/4/259.abstract
chunked and adjusted vocab
Digital Media & Other Technology
Projector, laptop, smart board
“Wow” moments/opportunities to love learning
Measuring their own Range of Motion before and after activity to see effect on joints
Monday
Learning Outcomes
Activities/Learning Experiences
Differentiation, A/Ms
SWBAT:
LP development
Risk taker
During group work, assign students roles
they would not normally be in
Paired activity
Vocab adjusted
In pairs interpret a diagram breaking down
ROM and write down key details about
Develop an understanding of
Range of Motion concepts and
how its linked to activity Ai
Perform ROM tests/activities for
wrist and elbow Ci
Assessments (please note
Formative or Summative, align to
Gradebook category)
IB A formative assessment with
handout
Extended time
IB C informal assessment with
ROM activities
Redo policy
the diagram
and compare it to
Gradual Release
a Yoga diagram
Teach –Re teach
Tuesday
Explore ROM in knee and ankle
Ai, ii
Perform team activity with a
focus on improving strategy Cii
In groups of four assess each other with
the ROM test provided in the handout.
Using degree’s for measurement judge
ROM in a pass/needs improvement
Formal observation
Teacher
Demonstration/modelling
Timed activity where as a class they must
pass a given object to each person, next
round must be faster, next round with
Middle Years Programme Unit planner
15
Wednesday
Thursday
SWBAT:
LP development
Communicator
smaller object and faster, last round very
small object and equal or faster time.
Have students write their inquiry
questions on their Wonder Wall and
discuss it to their classmates
Perfrom a Yoga routine “Sun
Salutaion” discover itshealth
benefits Ci, ii
Teacher led Sun Salutation with reflection
discussion as a conclusion
SWBAT
Create a Yoga routine for the
whole body Ai,ii Bi
With a partner, lesson template, and word
box construct your very own Yoga routine
just the way you want. Include the time for
each section and 3 to 4 transitions. Warm
up, Yoga session with Poses, cool down,
and summary.
Develop teamworking skills
SWBAT:
Perform a backdome or
modified version, to explore
ROM in the upper, core, and
lower body joints
Paired students
Formal observation with Sun
Salutation assessing for basic
movement concepts
Teacher support
Alternative assignment
Team Activity: get across the river
Friday
Extended think time
In groups of 3 to four go station to station
performing certain ROM tests. Focuse
station will be the Backdome/modified
station
Work in partners
Teacher support as needed
Extended time
Yoga Routine self and peer
assessed for Qaulity not
completion using A,B,C,D,F scale
Formal observation with IB C
rubric consideration
Scaffolding to more complex
application
At grade level vocab
Handout graded with IB A
Group work
Teacher modeliing
Discover the value of activity
and ROM in everyday situations
Gradual release
Finish with a handout on ROM in several
joints, value of ROM, effects of decrease
ROM, activities that increase ROM
Student Choice for Activity
Middle Years Programme Unit planner
16
Week 4
Line of Inquiry
Students will explore their Wellness level and indicate areas and solutions to improve their Wellness
Texts
International Journal of Yoga
http://www.ijoy.org.in/article.asp?issn=0973-6131;year=2014;volume=7;issue=1;spage=4;epage=8;aulast=McCall
Digital Media & Other Technology
Laptop cart
Projector
SMART board
“Wow” moments/opportunities to love learning
Needing to rely on your peers to achieve an objective
Monday
Learning Outcomes
Activities/Learning Experiences
Differentiation, A/Ms
SWBAT:
LP development
Communicator
Start off class with how they are being assessed
and what is expected, stronger voice:
Verbal response Q & A
Develop an understanding of
thier level of Yoga after three
weeks
Reflect and write out on level of
Yoga
Tuesday
SWBAT:
Explore energy zapper’s like
stress, lack of sleep, too much
sugar and dehydration and
Middle Years Programme Unit planner
Extended think time
Debate who had the best weekend using
supporting details 10min
In groups go from station to station performing
Yoga poses given by Mr. Tolene.
(Demonstrating each one) 20 min
On an index card write your name and write
what level you think your at and why.
Beginner, advanced beginner, skilled and why
5min
Close 5 min
Split class in to alternative assignment group
and activity group 3-5 min
Assessments (please note
Formative or Summative, align
to Gradebook category)
Formative assessment with
Yoga stations and write up IB A,
B, C, D
No opt out
Poses demonstrated for clarity
Teacher support as needed
Students work in groups
Formative A with quality of
concept map
Teach re-teach as needed
In groups take the given concept map and fill in
Informal formative C with agility
17
what we can do to boost
energy levels
Counter fatigue by being active
in a agility course
ways to counter each energy zapper
Stress
Lack of sleep
Too much sugar/ poor diet
Dehydration/not drinking enough what?
Not enough activity
One on one when appropriate
course
Extended time
Re-do policy
Redirection as needed
Each group member writes in a specific solution
for each category 15 min
Post all sheets on the wall and groups peer
assess using standard scale. Should have
about 5 -6 grades on each sheet 5 min
Agility course when everyone is ready. Students
will develop gross/fine motor skills, and develop
cardio 20 min
Time remaining will be student choice activity
Cool down, close, dismiss 2 min
Wednesday
SWBAT:
LP development
Open-minded
Cite sections of key text in
order to solve a problem
Students will be given a different seating chart
to a. Work with someone new b. Build
nessacary social skills for the work place (Coworker = not always going to be your best
friend!!) 10min
Reading level is not higher
than it needs to be
Formative assessment on
CCSS text IB A
Extended time
Working in pairs
In new pairs go over a chart that helps you find
the right Yoga style for you
http://www.huffingtonpost.com/2013/09/16/yogachart-infographic_n_3915189.html 15 min
Thursday
SWBAT:
Have fun competing,
exercising, and communicating
Middle Years Programme Unit planner
Once everyone has their styles write in on the
board and spot any trends in the class.
Compare contrast most picked style to least
picked. 10-15 min
Students in activity meet in the middle for
explanation students having medical issue take
alt. Assignment 3-5 min
Group work
Teach reteach
Formative C with Exercise battle
using my own skill s rubric
(close to IB rubric)
18
with their teammates.
Emphasis on activity as energy
booster. Review of energy
boosting activities including
eating balanced diet, proper
sleep, drinking enough water
Explain expectations and method of assessment
Clearly
Teacher demonstrates using a
student leader
Warm up 5min
Student leaders get game
explanation upon walking into
gymnasium
Pre-game warm up: in groups dribble, pass, and
shoot the ball to each other. 5 min
Exercise battle:
Teacher splits up the class in 6 groups and puts
two groups at each hoop. Each person in the
group shoots the ball to the hoop if the shooter
makes the baket the other team does 5
Push ups, or squats, jumping jacks, Yoga pose
held for 5 seconds, ROM pose/drill, run baseline
to baseline and student choice exercise.
If student misses the shot his/her team does
the exercise. Then the other team gets a chance
to shoot.
15-20 min
Student leaders encouraged
to assist Mr. Tolene
One on one support as
needed
Student choice activity
Friday
SWBAT:
Use communication to achieve
an objective
Cool down/close/dismiss 2 min
Start off with expectations and assessment
method
Break up into activity or alt. Assignment groups
5min
Directions given verbally and
demonstrated
Work in groups
Teacher support as needed
Warm up 3-5 min
Game explanation and demonstration then: 2-3
min
Alt. Assignment graphic
organizer on Yoga and
interview questions for
students who participated
Students will be tasked with joining forces to tag
all their classmates in a game of sharks and
minnows but are joined at the hands so
communication is vital to success. 10-20 min
Middle Years Programme Unit planner
19
Time remaining will be student choice activity
10-15 min
Cool down/close/dismiss 2 min.
Middle Years Programme Unit planner
20
Week 5
Line of Inquiry
Students will explore their Wellness level and indicate areas and solutions to improve their Wellness
Texts
Digital Media & Other Technology
“Wow” moments/opportunities to love learning
Learning Outcomes
Monday
Tuesday
Activities/Learning Experiences
Differentiation, A/Ms
Assessments (please note
Formative or Summative, align to
Gradebook category)
Unit 2 Summative Assessment
PE Lab
Motion Performance Yoga for quality
Wednesday
Thursday
Friday
Middle Years Programme Unit planner
21