G6 booklet 2013final web

G6 MYP

Physical Education

Name: .............................................................................................................................................

Teachers Name: ................................................................................................

INDEX P2.

P3.

P6.

P11.

P15.

P19.

P22.

P25.

P28.

P32.

P33.

P34.

Introduction to Grade 6 MYP PE Soccer Hockey Gymnastics Pickle ball Games Basketball Track and Field Fitness Criterion D: Social Skills & Personal Engagement Rubric Assessment information Use Of Knowledge Summary

GENERAL PE INFORMATION PE KIT You must change into PE clothes for every class.

Sports shoes (clean non marking soles for use in the gyms) Dark shorts, White T-shirt or homeroom color: A-Red, B-Green, C-Yellow, D-Blue, E Black (No kit means no participation. This will be recorded ‘K’ in the register and the PE teacher will set you some work)

NON PARTICIPATION If for some reason you are not able to participate in PE: (Illness, short term injury) You must bring an excuse note from your parents on the day of your PE lesson explaining the reason why.

(No excuse note will result in you being set work to do by your PE teacher a ‘K’ in the register unless a note is provided the next morning) (long term illness or injury) You must provide a doctors certificate.

Special arrangements can be made for long term circumstances The PE department would like to avoid having a situation where you are simply ‘sitting around’ during a PE lesson and will therefore make every effort to ensure that whether actively or passively you are involved in a meaningful activity.

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INTRODUCTION Welcome to the grade 6 MYP PE programme at VIS. In PE this year you will learn about the following topics: • Soccer • Field Hockey • Basketball • Pickle Ball • Gymnastics • Games • Fitness • Track and Field This booklet contains important details and resources about this year’s topics, how you will be assessed and sections for you to take notes, reflect and plan in. It is of course very important to take good care of this booklet and present your work well.

We wish you all the best for PE this year and we look forward to seeing you always try your best and have lots of fun!

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SOCCER Significant Concept We can all contribute in our own special way Unit Question How can we help each other improve ?

Area of Interaction

3

VIS MYP Student Rubric:

Grade 6

Physical Education

Soccer

Rubric

Criteria

Criterion C: Performance

Soccer Skills

Points

9 to 10 In all skills practise and game situations you can Always • Pass the ball with the left and right foot points Highly Competent

• Trap the ball with the left and right foot • Dribble the ball under control

7 to 8 In all skills practise and game situations you can Usually • Pass the ball with the left and right foot points Competent

5 to 6 points Reasonably Competent

3 to 4 points Basic Level

1-2 points Very Basic

• Trap the ball with the left and right foot • Dribble with control In most skills practise and game situations you can Usually • Pass the ball with the left and right foot • Trap the ball with the left and right foot • Dribble with control In some practise and game situations you can Sometimes • Pass the ball with the left and right foot • Trap the ball with the left and right foot • Dribble with control You find it difficult in skills practise and game situations to: • Pass the ball with the left and right foot • Trap the ball with the left and right foot • Dribble with control

You do not reach a competence level described by any of the 0 points descriptions listed above No Standard

Student Self Assessment

Comments:

Teacher Assessment

Comments:

4

Grade 6 Soccer Reflection

Do you think the partner coaching activity was helpful ?

Yes / no ?

Please give reasons for your answer

How do you think you contributed to your ‘soccer community’ team/class during this soccer unit?

5

HOCKEY Significant Concept Better safe than sorry Unit Question How can I look after myself and others?

Area of Interaction

6

MYP GRADE 6 HOCKEY TERMINOLOGY

SEMESTER 1

‘Flat side’ of the stick- the ball may only be played on the flat side of the stick.

‘Dribble’- moving the ball with your stick while running.

‘Indian Dribble’- moving the ball with your stick while running or standing still pushing the ball rapidly from right to left and then from left to right repeatedly.

‘Push’-moving the ball using a pushing movement of the stick. At the time of the push the ball and the head of the stick should both be in contact with the ground

‘Trap’-when a player uses his/her stick to stop the ball on the ground

‘Tackle’-when one player uses his stick to take the ball away from another player and to stop them keeping the ball

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‘High stick’-when a player lifts the head of the stick higher than his/her waist ( a free hit is given to the opposition)This also Dangerous Play

‘Foot’-when the ball hits the foot or leg of a player ( a free hit is given to the opposition)

‘Foul’-an action against the rules

‘Dangerous Play’-when a player is using the stick incorrectly or doing something that could harm another player

‘Free Hit’- a pass taken by a player in one team after the other team has made a foul. ( all players must stand 5m away from the player taking the free hit)

‘Hit out’-a free hit taken from the top edge of the circle by a defender when the ball is hit over the back line from an attacking team player

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‘Attacker’-a player trying to score a goal

‘ ‘Defender’-a player trying to stop a goal from being scored

‘Back Line’- the end line marked on the pitch

‘Goal Line’-part of the back line between the two goal posts( the ball must pass over this line to score a goal)

‘Circle’-the area inside of the curved line which is outside of the goal posts

WRITTEN TEST You will be tested on the contents of this sheet.

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Grade 6 Hockey Reflection and Self Assessment

End of unit Self Reflection

Always

Usually

Sometimes

Never

I can perform the basic hockey skills of dribbling, trapping and passing

I use the hockey stick safely and appropriately I encourage my class mates and try to make sure a good atmosphere is maintained during the lesson It is important to play safely in hockey because:

I looked after others in hockey by:

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GYMNASTICS Significant Concept Movement + choreography + creativity = entertainment Unit Question How can you entertain people with aesthetic movements ?

Area of Interaction

11

VIS MYP Student Rubric:

Grade 6

Physical Education

Gymnastic

5-6 Highly Creative

3-4 Reasonably Creative

1-2 Basic Level of Creativity

0

Rubric

Criteria

Criterion B: Movement Composition

Your composition shows: • A lot of creativity • A very good use of space • Many appropriate aesthetic (pleasing to the eye) gymnastic moves • A clear start and finish • 3 different balances • 2 different jumps • Connecting moves that flow one into the other Your composition shows: • Some creativity.

• A good use of space • Some appropriate aesthetic (pleasing to the eye) gymnastic moves • A clear start and finish • 3 different balances • 2 different jumps • Connecting moves that flow one into the other with the occasional pause Your composition shows: • Limited creativity.

• Simple use of space • Few appropriate aesthetic (pleasing to the eye) gymnastic moves • The start and finish is not clear • Too few balances and or jumps • Many pauses You do not reach a standard described by any of the descriptors listed above

No Standard

Student Self Assessment

Comments:

Teacher Assessment

Comments:

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Routine Planning Sheet

Sketch

Written Description

Element

Start

Element 1

Element 2

Element 3

Element 4

Element 5

Element 6

Element 7

Finish

Required elements: Starting Position, Balance 1, Balance 2, Balance 3, Jump 1, Jump 2,Connecting 1,Connecting 2, Finishing Position Equipment: 2 mats and a bench Working in: Pairs

Names:

G6 MYP Gymnastics

VIS MYP Student Rubric:

Grade 6

Physical Education Subject(s) Gymnastics

Rubric

Points

Criteria

Criterion C: Performance

Gymnastics

During my gymnastics routine I was able to show • Excellent balance (good body tension, pointed toes etc ALL of the time) 9-10 • Excellent coordination of all the connecting moves Highly • Excellent jumping (getting good height and landing well) Competent • Excellent knowledge of the routine (no mistakes) During my gymnastics routine I was able to show • Very Good balance (quite good body tension, pointed toes etc MOST of 7-8 the time ) Competent • Very Good coordination of almost all of the connecting moves • Very Good jumping (getting quite good height and landing well) • Very Good knowledge of the routine ( no mistakes) During my gymnastics routine I was able to show • Good balance (some body tension, pointed toes etc) 5-6 • Good coordination of most of the connecting moves Reasonably • Good jumping (getting some height and landing well) Competent • Good knowledge of the routine ( 1or 2 mistakes) During my gymnastics routine I was able to show • Satisfactory balance (almost hold a still position with some body tension) 3-4 • Satisfactory coordination of one or two of the connecting moves Basic Level • Satisfactory jumping ( trying to get some height and land well) • Satisfactory knowledge of the routine ( more than 2 mistakes ) During my routine I found it difficult to • Hold a balance 1-2 • Join the moves together Very • And I did not really know the routine very well Rudimentary

0

I did not reach a standard described by any of the descriptors listed above

No Standard Student Self Assessment

Comments:

Teacher Assessment

Comments:

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PICKLE BALL Significant Concept We can all contribute in our own special way Unit Question How can we help each other improve?

Area of Interaction

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MYP: Grade 6 Pickle-ball Coaching a partner Skills *The Grip Hold the bat with a handshake so that it is flat to the sides of the gym and not to the floor and ceiling * Forehand Face the net pointing the bat towards the net.

As the ball comes over the net step on to the back foot pivoting to the side and rotating body away from net.

Swing the bat back waist high, shift weight forward and step towards the ball contact with flat face in front of forward foot, follow through in the direction of where you want the ball to go.

* Backhand Use the same mechanics as for the forehand but on the non-paddle side of the body. The body rotates further back due to the bat and arm crossing the body.

Coaching drills 1.One partner explains the forehand the other partner explains the backhand.Then: ( Practices take place with the ball moving straight across the net NOT diagonally) 2.Hand feed the ball throwing it underarm to your partner (1st to forehand swing then to backhand swing.Do this 6 times to each swing) Catch the ball in your hands on the return 3.Feed the ball hitting the ball over the net with the bat ( do not rally) 4.Try to rally with your partner Below is a diagram of the Pickle-ball court

Net  Left Service Court

NonVolley Zone

NonVolley Zone

Right Service Court

NonVolley Zone

NonVolley Zone

Right Service Court

Left Service Court

 b a s e l i n e

  Net

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VIS MYP Student Rubric:

Grade 6

Physical Education

Pickle-ball

Rubric

Points

9-10 Highly Competent

7-8 Competent

5-6 Reasonably Competent

3-4 Basic Level

Criteria

Criterion C: Performance

Pickle-ball Skills

In all skills practise and game situations you can Always • Hit the ball with the forehand and backhand (see Coaching a partner) • Serve the ball into the correct service box • Score a game

In all skills practise and game situations you can Usually • Hit the ball with the forehand and backhand (see Coaching a partner) • Serve the ball into the correct service box • Score a game

In most of the skills practise and game situations you can Usually • Hit the ball with the forehand and backhand (see Coaching a partner) • Serve the ball into the correct service box • Score a game

In some practise and game situations you can Sometimes • Hit the ball with the forehand and backhand (see Coaching a partner) • Serve the ball into service box • Score a game

You find it difficult in skills practise and game situations to

1-2 Very Basic

0

• Hit the ball with either the forehand and backhand (see Coaching a partner) • Serve the ball over the net • Score a game You do not reach a standard described by any of the descriptors listed above

No Standard

Student Comments: Self Assessment

Teacher Comments: Assessment

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VIS MYP Rubrics:

Grade 6

Physical Education

Rubric

Criteria

Criterion D: Social Skills and Personal Engagement

You Always: • Cooperate well with your classmates.

7-8 • Listen to instructions and always stay on task points • Warm up effectively Highly • Stay motivated and enthusiastic in PE. Competent • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You Usually: • Cooperate well with your classmates.

5-6 • Listen to instructions and usually stay on task points • Warm up effectively Competent • Stay motivated and enthusiastic in PE. • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You Sometimes: • Cooperate well with your classmates.

3-4 • Listen to instructions and sometimes stay on task points • Warm up effectively Reasonably • Stay motivated and enthusiastic in PE Competent • Keep your workbook up to date with simple planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You don’t really: • Cooperate well with your classmates.

1-2 • Listen to instructions and stay on task points • Warm up effectively Basic Level • Stay motivated and enthusiastic in PE • Keep your workbook up to date, missing planning and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You do not reach a standard described by any of the descriptors listed 0 No Standard above

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GAMES Significant Concept Its Playtime !

Unit Question What makes a game successful?

Area of Interaction

19

20

Describe the game you invented below:

Names:

Date:

Teacher:

Resources needed:

Sketch:

G6 MYP Games Planning Sheet

Grade 6 Games Evaluation

Please give some feedback on the games unit‌..

What makes a game fun?

What makes a game not fun?

Are you happy with your own game your group created and why/not?

Which of the student created games did you enjoy the most and why?

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BASKETBALL Significant Concept A champion team will always beat a team of champions Unit Question How can I include myself and others ?

Area of Interaction

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VIS MYP Student Rubric:

Grade 6

Physical Education Subject(s) Basketball Rubric

Points

9-10 Highly Competent

Criteria

Criterion C: Performance

Basketball Skills You can Always perform the following skills in All the drills • • •

Chest, bounce and overhead passes Dribbling Shooting

You can Usually perform the following skills in All the drills

7-8 Competent

• • •

Chest, bounce and overhead passes Dribbling Shooting

You can Usually perform the following skills in Most of the drills

5-6 Reasonably Competent

• • •

Chest, bounce and overhead passes Dribbling Shooting

You can Sometimes perform the following skills in Some of the drills

3-4 Basic Level

• •

•

Chest, bounce and overhead passes Dribbling Shooting

You can Find it difficult to perform the following skills in the drills

1-2 Very Rudimentary

0

• •

•

Chest, bounce and overhead passes Dribbling Shooting

You do not reach a standard described by any of the descriptors listed above

No Standard Student Self Assessment

Comments:

Teacher Assesment

Comments:

23

Grade 6 Basketball Reflections The unit question was: How can I include myself and others?

Write down 3 examples of how you think it would be possible to ensure that everyone can be included (gets a chance to play) during a game of basketball.

1.

2.

3.

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TRACK and FIELD Significant Concept Its all up to me Unit Question How does Track and Field differ from all other units we have done so far?

Area of Interaction

25

VIS MYP Student Rubric: Physical Education

Track&Field

Rubric

Criteria

Grade 6

Criterion C: Performance

Points Track and Field Skills

9-10 Highly Competent

7-8 Competent

5-6 Reasonably Competent

You Consistently demonstrate the correct technique in All the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) You Usually demonstrate the correct technique in All the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) You Usually demonstrate the correct technique in Most of the following events: • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane)

You Sometimes demonstrate the correct technique in Some of the following events: Basic Level • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) 3-4

1-2 Very Basic

0

You find the techniques for the following events difficult to perfrom • High Jump (Fosbury Flop- one leg takeoff,1/4turn, land on back) • Shot putt (Standing Put-no step over, ball on neck, pushing motion) • 100m Run (Starting positions, stay in lane) You do not reach a standard described by any of the descriptors listed above

No Standard

Student Self Assesment

Comments:

Teacher Assessment

Comments:

26

Track & Field Reflections

1. Finish one of the 2 sentences below: I like individual sports like track and field more because….

OR I like team sports like soccer more because……….

2. On Sports day I would like to be in the following event/events….

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FITNESS Significant Concept Movement is fun Unit Question Why is it important to move?

Area of Interaction

28

Fitness

Throughout the year you will have a regular fitness sessions. You will be working on the different components of fitness like stamina, strength, agility, coordination, speed or flexibility.

You will be graded on Criteria B: Movement composition (group aerobics routine) and Criteria D: Social skills and personal engagement.

You will also participate in two fitness runs

Beep Test The multi-stage fitness test, also known beep test, is used by many sports coaches and trainers as an accurate test of Cardiovascular fitness, one of the all-important "Components of Fitness".

The test involves running continuously between two points that are 20 m apart. These runs are synchronized with a CD, which plays beeps at set intervals. As the test proceeds, the interval between each successive beep reduces, forcing the athlete run faster, until it is impossible to keep up any longer.

Excellent

Very Good

Good

Satisfactory

Needs Imp

Boys

9 & 

8 & 

6.5 & 

5 & 

 5

Girls

8 & 

6.5 & 

5.5 & 

4.5 & 

 4.5

8 minute Run The Cooper test is a test of physical fitness. In the original form, the point of the test is to run as far as possible within 12 minutes. In grade 6, we only do 8 minutes though. The test is meant to measure the condition of the person taking it and therefore it is supposed to be run at a steady pace instead of sprints and fast running. The outcome is based on the distance the test person ran, their age and gender. We will always use the outdoor 300m track to run this test.

See also: Wikipedia: “multistage fitness test” and “Cooper test”

Excellent

Very Good

Good

Satisfactory

Needs Imp

Boys

5.25 & 

5-4.5

4.25 – 4

3.75 - 3.25

3&

Girls

4.75 & 

4.5 - 4

3.75 - 3.5

3.25 - 3

3.75 & 

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Step Aerobics Group Routine During the fitness lessons you will learn a variety of ‘Aerobic moves’ eg, step touch, side to side, bounce, jumping jacks etc. You can use some of these moves and / or some of your own moves to create a routine. You need to work out your routine so that it fits in time to the music provided by the PE department. This routine is supposed to help you get fit so most of the moves should be energetic J The routine must include: • a clear start and clear finish • at least 6 different moves (2 must be strength training eg sit ups, push ups, squats etc) • the participation of everyone in the group • movements that are in time with the music • creativity and imagination You will be given time to practice with your group. Each group will be individually assessed and filmed.

VIS MYP Student Rubric:

Grade 6

Physical Education Subject(s) Fitness

Rubric

Points

5-6 Highly Creative

3-4 Reasonably Creative

1-2 Basic Level of Creativity

0 Student Self Assessment Teacher Assessment

Criteria

Criterion B: Creativity

Step aerobic routine Your routine was very creative: • It had a clear start and clear finish • It had at least 6 different moves including the strength training moves • It included all the members of the group • The moves were almost always in time to the music Your routine was quite creative: • It had a clear start and clear finish • It had at least 6 different moves including the strength training moves • It included all the members of the group • The moves were sometimes in time to the music Your routine lacked creativity: • The start and finish were not very clear • It had less than 6 different moves • It included all the members of the group some of the time • The moves were not really in time to the music Your routine did not reach a standard described by any of the descriptors above

Comments

Comments

30

G6 MYP Fitness

Routine Planning Sheet

Move

Beat 1-8

Beat 9-16

Beat 17-24

Beat 25-32

Beat 33-40

Beat 41-48

Beat 49-56

Beat 57-64

Your group needs to fill at least 64 beats of music with an aerobic routine in time with the music. Some elements might be: Walk, Hop, Step touch, Side to side, Bounce, jog, jumping jacks, mambo, turn, grapevine (Feel free to add some dance moves

Names:

Group

Description

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Sketch

Finish Pos

VIS MYP Rubrics:

Grade 6

Physical Education

Rubric

7-8 points Highly Competent

5-6 points Competent

3-4 points Reasonably Competent

1-2 points Basic Level

Criteria

Criterion D: Social Skills and Personal Engagement

You Always: • Cooperate well with your classmates.

• Listen to instructions and always stay on task • Warm up effectively • Stay motivated and enthusiastic in PE. • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You Usually: • Cooperate well with your classmates.

• Listen to instructions and usually stay on task • Warm up effectively • Stay motivated and enthusiastic in PE. • Keep your workbook up to date with detailed planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You Sometimes: • Cooperate well with your classmates.

• Listen to instructions and sometimes stay on task • Warm up effectively • Stay motivated and enthusiastic in PE • Keep your workbook up to date with simple planners and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment You don’t really: • Cooperate well with your classmates.

• Listen to instructions and stay on task • Warm up effectively • Stay motivated and enthusiastic in PE • Keep your workbook up to date, missing planning and reflections • Come to the PE lesson well prepared • Come on time for the PE lesson • Offer to help with the equipment Soccer Hockey Gymn

PickleB Games BasketB Fitness Track

Student Self Assessment Teacher Assessment

32

Assessment You will be graded in PE according to your scores in the following four criterion : Criteria A: Knowledge (max 8 points) (this will be the results of written tests) Criteria B: Movement Composition (max 6 points) ( this will reflect your creativity and performance when composing the Aerobic Fitness and Gymnastic routines) Criteria C: Performance (max 10 points ) ( your actual physical skills during practices and games in the different sports we do throughout the year ,eg soccer,basketball etc) Criteria D: Social Skills & Personal Engagement (max 8 points) ( your social skills, attitude, effort and more… see the rubric) The “best fit” grade from each Criterion will be added up to give you a final number of points. The grade boundaries are as follows:

Name

A-Knowledge

Soccer

Gym

Pickleball

Total(10)

Hockey

Pickleball

Gym

Total(8)

7 29-32

Total(6)

C-Performance

6 25-28

Aerobics

B-Creative

5 21-24

Gym

4 16-20

Total(8)

3 11-15

Pickleball

2 6-10

Hockey

1 0-5

Spiderman

5

5

5

3

4

4

7

9

9

9

6

4

6

6

33

CSocial Personal End Total

Grade Boundaries

24 =5

Use of Knowledge Summary (maximum number of points: 8)

Test Hockey Pickleball Track & Field

Score

Final Grade* *the ʺ″best fitʺ″ overall, which is the most appropriate description of your knowledge shown in the written tests

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Notes

35

Notes

36

Notes

37

Notes

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