G6 booklet 2013final web by Bowie

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.

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!

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

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:

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?

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

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

‘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

‘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.

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:

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

VIS MYP Student Rubric:

Grade 6

Physical Education

Gymnastic

5-6 Highly Creative

3-4 Reasonably Creative

1-2 Basic Level of Creativity

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:

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

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

No Standard Student Self Assessment

Comments:

Teacher Assessment

Comments:

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

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

Right Service Court

NonVolley Zone

Right Service Court

Left Service Court

 b a s e l i n e

  Net

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

• 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

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

GAMES Significant Concept Its Playtime ! Unit Question What makes a game successful? Area of Interaction

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 unitâ&#x20AC;Ś.. 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?

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

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 • • •