Jarrett Graff – ED PSII Subject Area Physical Education

Grade Level Grade 9/10

Topic Badminton
ED 3604 – Evaluation of Student Learning Length of Unit 15 days (3 Weeks)
Unit Assessment Plan (days)

Stage 1: Desired Results

General Outcomes:
GLO A:
- Students will acquire skills through a variety of developmentally appropriate movement activities

GLO C:
- Students will interact positively with others

GLO D:
- Students will assume responsibility to lead an active way of life

Understandings (big picture/ideas): Essential Questions (thoughtful meaning-making):

 Sport specific movements and techniques
can be developed through the relationship
between effort and refinement
 Use of communication as tied to positive
behaviors and team dynamic
 Improve individual performance through
identifying strategies/tactics that coordinate
effort with others
 What creates a healthy team dynamic?
 What differentiates between active-for-life and
competitive athletes?

 How do strategies affect gameplay? To what extent is
the effect on team or individual play?

Specific Outcomes (in full): Prior understandings…

Basic Skills: Basic Skills:

A9-5 – Demonstrate ways to receive, retain and
send an object with varying speeds, accuracy
and distance in skills specific to an activity
A9-6 – Select, combine and preform
manipulative skills by using elements of space
awareness, effort and relationships, with and
without objects, to improve performance
Application of Basic Skills:
A9-11 – Be able to identify and evaluate
specific strategies and tactics that coordinate
effort with others
A8-1 - Select, combine and perform locomotor skills in a
variety of activities to improve personal performance.
A8-3 – Select, combine and perform nonlocomotor skills
in a variety of activities to improve personal
performance.
Application of Basic Skills:
A8-7 – Apply activity-specific skills in a variety of
environments and using various equipment
Fair Play:
C8-3 – Demonstrate etiquette and fair play

Communication:

EDUC 3604 – Unit Assessment Plan

Jarrett Graff – ED PSII Subject Area Physical Education
Grade Level Grade 9/10
Topic Badminton
ED 3604 – Evaluation of Student Learning Length of Unit 15 days (3 Weeks)
Unit Assessment Plan (days)

C9-1 – Communicate thoughts and feelings in Where does this lead?

an appropriate respectful manner as they relate
to participation in physical activity
Teamwork:
C9-6 – Identify and demonstrate positive
behaviors that show respect for self and others
Safety:
D9-4 – Design and perform warm-up and cool-
down activities
Goal Setting/Personal Challenge
D9-7 – Evaluate different ways to achieve an
activity goal, and determine personal and team
approaches that are challenging for both the
individual and the group
Basic Skills:
A10-1 - Select, combine and perform locomotor skills in
a variety of activities to improve personal performance.
A10-3 – Select, combine and perform nonlocomotor
skills in a variety of activities to improve personal
performance.
Application of Basic Skills:
A10-7 – Apply activity-specific skills in a variety of
environments and using various equipment
Fair Play:
C10-3 – Demonstrate etiquette and fair play
Leadership:
C10-4 – Describe, apply, monitor and practise leadership
and followership skills related to physical activity

EDUC 3604 – Unit Assessment Plan

 Peer
Student led
Assessment Exit
Title Participation Video Project
(Video
Skills Test
Poster/Slip
Warm-up /
Learning Outcomes Cool-down
Project)
Type S/F S/F F S F F
(Formative/Summative)
Weighting 40% 30% n/a 30% n/a n/a
A9-5 – Demonstrate ways to receive, retain and send an
object with varying speeds, accuracy and distance in skills
specific to an activity

A9-6 – Select, combine and preform manipulative skills by

using elements of space awareness, effort and relationships,
with and without objects, to improve performance

A9-11 – Be able to identify and evaluate specific strategies

and tactics that coordinate effort with others

C9-1 – Communicate thoughts and feelings in an appropriate

respectful manner as they relate to participation in physical
activity

C9-6 – Identify and demonstrate positive behaviors that show

respect for self and others

D9-4 – Design and perform warm-up and cool-down

activities

D9-7 – Evaluate different ways to achieve an activity goal,

and determine personal and team approaches that are
challenging for both the individual and the group
 Triangulation
Assessment Assessment
(Conversation/
Cognitive
Brief Description FOR/OF
Observation/
Engagement
Tool Learning
Product)
(Taxonomy)

I will observe the students playing Badminton throughout the unit.

This will aim to provide information about prior knowledge, skills,
and what skills students will need to focus on throughout the unit.
Students will use a variety of locomotor, nonlocomotor, and
Pre- FOR CON UN
Assessment
manipulative skills in order to play Badminton.
OF OB APP
Students will use sport-specific techniques in order to build
consistency and confidence in their movements.

Students must participate to be able to meet learning objectives.

Forty percent will represent the grade for every unit involving
participation.

The overall goal for physical education at the grade 8 level is for
students to consistently participate and be active while attending to
active for life outcomes and physical literacy.

Participation Participation is based on a 5-point rubric that outlines what FOR CON APP
40% determines classifications for grading. The students will grade OF OB CRE
themselves, out of 5, at the end of each class, and I also will grade
using the same to of 5 scores. The marks will be added each day as
a cumulative score throughout the unit.

Students will identify their performance by determining a mark

based on the students' ability to meet the required guidelines of the
physical education class.

The Video assignment is designed to evaluate students' abilities to

communicate and use skill development to identify strategies and
tactics relevant to the game of badminton. Students will work in
pairs (Randomly assigned by the teacher *). A rubric will be used
and will be based on criteria unique to each activity option)

Students will post a video to YouTube, demonstrating and

describing skill-based movements. These may include:
1) Types of shot: Students will demonstrate the use and give a CON APP
Video Project
rationale for when they are used. OF OB ANA
30%
2) Rules/Tactics: Students will demonstrate while describing PRO CRE
a connection to singles or doubles.
3) Skill Progressions: Students will demonstrate skills
relevant to practice and describe ways to improve
performance (Serving, Striking, Rally).

The assignment must be discussed with the teacher prior to due

date*

Peer Students will work in pairs to peer assess another group. This is OF CON AN
Assessment designed to allow students the opportunity to collaborate and OB EVA
(F) communicate with their fellow peers to evaluate and identify their
chosen tactics and strategies within their video project.
 Emphasis will be placed on communication, but a rubric/checklist
will be used to aid in facilitating feedback.

The skill test is designed to assess students' abilities within

badminton as underhand serve, striking, and drop-shot or overhead
smash will be evaluated. Each skill will be assessed through 10
shots. For each skill, students will be allowed 2-3 Warmup shots if
needed. This testing will take place in the last three days of the unit.

Students will demonstrate their ability to accurately underhand UN

Skills Test OB
30%
serve to the front and back of the playing court. OF APP
PRO
Students will apply their ability to use striking techniques to return
a shot from the teacher.

Students will apply their ability to use either a drop-shot or

overhead smash to return a shot from the teacher.

This formative assessment technique will be used twice in the unit.

The first will be after the first week of lessons this to gauge
students' level of confidence and areas of strengths/weaknesses. The
questions created will be dependent upon the pre-assessment
observations.

Students will, at the end of class, either write or post a sticky note
REM
Exit/Poster onto the poster paper, which will act as an exit slip. Potential FOR
Slip
CON UN
questions could be "Where do I feel I am at?", "I need to work OF
EVA
at…", and "How much fun did I have?".

This activity is flexible and allows me to ask questions pertaining to

areas of skill, motivation, and choice. This will enable students not
only to be reflective but allows them to have a voice within the
class.

Student led Students will have the opportunity to lead a warm-up and cool- FOR OB UN
Warm-up / down with a partner throughout each unit. Students will rotate roles CRE
Cool-down as an ongoing assignment throughout the school year.

All warm-ups MUST consist of a cardio activity to increase the

heart-rate and a series of stretches that are associated with the
particular activity that we’re doing.

Students MUST gather the class in to explain the warm-up and

stretches. The warm-up section should be between 5 and 10 minutes
(no shorter/no longer).

Students will be graded on a 5 point criteria rubric and awarded on

how complete your warm-up is and on your leadership skills as a
pair. (Each student will have a separate rubric on their separate
role*)

Depending on class (Skill level, leadership qualities), this could

 potentially be used for summative also**

Differentiation:
Differentiation will be used throughout the unit as the video project will allow for the use of choice. This
allows students the ability to chose from a variety of skills by which they can demonstrate proficiency.

Accommodation:
Students will be allowed accommodations within the skills test. This can be used if a student is unable to
demonstrate the skills required successfully. An example could be a student being allowed to hit the right or
left side instead of focusing on one side and front/back. This will enable the student to perform an underhand
serve but by changing the way the skill is shown.

Modification:
Students can have their assessment modified within the video project. Students demonstrating advanced
leadership skills or the desire to expand the project can be assessed on an inquiry project. This will be of their
choosing with a consultation with the teacher, and this will be a unique opportunity to demonstrate advanced
skills that align with grade 9 or 10 outcomes.