Reagan IB High School Lifetime Sports Syllabus
MYP Level 5
Teachers: Mr. Poltrock
Office Location: Boys locker room
Office Phone: 414-304-6117
Office Hours: Anytime by appointment
Class Description: This is a semester long class that is required by the State of Wisconsin for graduation. During the class you will learn the skills and history involved in a variety of activities. Each activity will have skills test and a written quiz or test. Some of the activities that may be taught this year are as follows: Cooperative games, Table Tennis, Pickle ball, and Bocce Ball.
Class Requirements:
1. Be on time daily with a positive attitude!
2. Talk at appropriate times and use appropriate language.
3. Respect others and equipment.
4. A uniform for class is required-a plain white t-shirt, blue Reagan PE shorts, Reagan athletic hoodies and sweatshirts, and appropriate gym shoes. Shorts are available for purchase.
5. If you are in school you are expected to dress and participate. Medical excuses will be
evaluated on a case by case basis.
6. All locks are to be locked on your locker at all times (even during class). If you forget your combination, see your teacher. If you lose your lock, you will be charged $5.
Class Safety Rules:
1. All food, drink, and gum needs to be left in your street locker. Water is allowed.
2. Glass containers of any kind are to be left in your street locker.
3. Perfume and body sprays are to be left in your street locker.
4. Backpacks, book bags, purses, cinch sacks, cell phones, and other electronic devices are to be left in your street locker. NO EXCEPTIONS!!! THIS IS IN YOUR HANDBOOK!
5. Keep all jewelry and valuables locked in your gym locker.
6. Special health concerns must be shared with your teacher at the beginning of the semester. Students who have inhalers must bring to class each day.
Class Discipline or Consequences:
1. Verbal warning
2. One-on-one conversation
3. Phone call to parents/guardians
4. Written referral to an administrator
5. Meeting with parents/guardians and an administrator
Retake Policy:
Students may retake any evidence up to one week after the grade was posted on IC.
Plagiarism
Reagan High School’s principles regarding academic integrity define plagiarism as "submitting material that in part or whole is not entirely a student’s own work without attributing that material to its correct source.” Our school regards plagiarism as a serious academic offense. Students are required to turn in work that is either completely original or that is properly cited according to the directions of the given assignment. Plagiarism can occur in many forms besides writing: art, music, computer science, mathematics, second acquired language and scientific work can also be plagiarized. It is important to understand that unauthorized collaboration on a class assignment is also plagiarism. To further student responsibility in this regard, Reagan HS subscribes to www.turnitin.com. Classroom work is regularly submitted through this site and monitored for plagiarized material. Papers that contain plagiarized work will be given a grade of zero and returned to the student. Depending on the case, administrative action may be taken. Students found plagiarizing may lose their IB diploma candidacy and may be subject to further IB sanctions.
Approaches to Learning:
In all Reagan courses students will be evaluated on the following IB approaches to learning:
•Self-management
•Social
•Communication
•Thinking
•Research
Students will earn scores of Exceeding, Meeting, In Progress and Limited Progress based on their demonstration of the Approaches to Learning through class activities including the following:
•Participation in classwork and discussions
•Timely completion of practice, evidence and retakes
•Collaboration and communication in group activities
•Appropriate preparation for class evidences, projects and IB Exams
MYP Level 5
Teachers: Mr. Poltrock
Office Location: Boys locker room
Office Phone: 414-304-6117
Office Hours: Anytime by appointment
Class Description: This is a semester long class that is required by the State of Wisconsin for graduation. During the class you will learn the skills and history involved in a variety of activities. Each activity will have skills test and a written quiz or test. Some of the activities that may be taught this year are as follows: Cooperative games, Table Tennis, Pickle ball, and Bocce Ball.
Class Requirements:
1. Be on time daily with a positive attitude!
2. Talk at appropriate times and use appropriate language.
3. Respect others and equipment.
4. A uniform for class is required-a plain white t-shirt, blue Reagan PE shorts, Reagan athletic hoodies and sweatshirts, and appropriate gym shoes. Shorts are available for purchase.
5. If you are in school you are expected to dress and participate. Medical excuses will be
evaluated on a case by case basis.
6. All locks are to be locked on your locker at all times (even during class). If you forget your combination, see your teacher. If you lose your lock, you will be charged $5.
Class Safety Rules:
1. All food, drink, and gum needs to be left in your street locker. Water is allowed.
2. Glass containers of any kind are to be left in your street locker.
3. Perfume and body sprays are to be left in your street locker.
4. Backpacks, book bags, purses, cinch sacks, cell phones, and other electronic devices are to be left in your street locker. NO EXCEPTIONS!!! THIS IS IN YOUR HANDBOOK!
5. Keep all jewelry and valuables locked in your gym locker.
6. Special health concerns must be shared with your teacher at the beginning of the semester. Students who have inhalers must bring to class each day.
Class Discipline or Consequences:
1. Verbal warning
2. One-on-one conversation
3. Phone call to parents/guardians
4. Written referral to an administrator
5. Meeting with parents/guardians and an administrator
Retake Policy:
Students may retake any evidence up to one week after the grade was posted on IC.
Plagiarism
Reagan High School’s principles regarding academic integrity define plagiarism as "submitting material that in part or whole is not entirely a student’s own work without attributing that material to its correct source.” Our school regards plagiarism as a serious academic offense. Students are required to turn in work that is either completely original or that is properly cited according to the directions of the given assignment. Plagiarism can occur in many forms besides writing: art, music, computer science, mathematics, second acquired language and scientific work can also be plagiarized. It is important to understand that unauthorized collaboration on a class assignment is also plagiarism. To further student responsibility in this regard, Reagan HS subscribes to www.turnitin.com. Classroom work is regularly submitted through this site and monitored for plagiarized material. Papers that contain plagiarized work will be given a grade of zero and returned to the student. Depending on the case, administrative action may be taken. Students found plagiarizing may lose their IB diploma candidacy and may be subject to further IB sanctions.
Approaches to Learning:
In all Reagan courses students will be evaluated on the following IB approaches to learning:
•Self-management
•Social
•Communication
•Thinking
•Research
Students will earn scores of Exceeding, Meeting, In Progress and Limited Progress based on their demonstration of the Approaches to Learning through class activities including the following:
•Participation in classwork and discussions
•Timely completion of practice, evidence and retakes
•Collaboration and communication in group activities
•Appropriate preparation for class evidences, projects and IB Exams
National and Wisconsin Physical Education Standards
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and /or social interaction
Dynamic Warm-Up
1. Walk on your toes
2. Walk on your toes-heels out
3. Walk on your toes-heels in
4. Walk on your heels
5. Walk on your heels-toes out
6. Walk on your heels-toes in
7. Walking arm circles
8. Walking backward arm circles backward
9. Walking arm circles one forward one backward
10. Solider walk
11. Solider skip
12. power skips forward/backward
13. Dorothy Skips/Backward
14. Quick skip forward/backward
15. Carioca (both ways)
16. Quick carioca (both ways)
17. Swing rt leg forward, swing rt leg back and hold, reach down and tickle the floor. Leap ahead to other foot.
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and /or social interaction
Dynamic Warm-Up
1. Walk on your toes
2. Walk on your toes-heels out
3. Walk on your toes-heels in
4. Walk on your heels
5. Walk on your heels-toes out
6. Walk on your heels-toes in
7. Walking arm circles
8. Walking backward arm circles backward
9. Walking arm circles one forward one backward
10. Solider walk
11. Solider skip
12. power skips forward/backward
13. Dorothy Skips/Backward
14. Quick skip forward/backward
15. Carioca (both ways)
16. Quick carioca (both ways)
17. Swing rt leg forward, swing rt leg back and hold, reach down and tickle the floor. Leap ahead to other foot.
Replacement assessment for missing work. Please email work to: [email protected]
Criteria A: Knowing and Understanding.
Create a Test and answer Key
Using Blooms Taxonomy, create a 6 question test and an answer sheet, for a Freshman Physical Education Class that just completed a Bocce Ball, Pickle Ball or Table Tennis Unit.
These questions are to be short answer/essay questions.
DO NOT use true/false, multi-able choice, or matching. Your questions are to be higher level thinking questions.
DO NOT use action words from "remember".
Use action words from: create, apply, evaluate, understand, analyze of Blooms Taxonomy. (see below)
Examples of questions (table tennis):
Design a weekly practice program aimed to improve performance skills in table tennis.
Create a way of "leveling the playing field" in a game of table tennis.
Modify a table tennis game or drill for a student who uses a wheelchair.
Invent a new drill for table tennis that uses modified or new equipment.
Identify skill combinations that make some table tennis players succeed quicker than others.
Match strategies of table tennis that are used in different games or sports.
Criteria A: Knowing and Understanding.
Create a Test and answer Key
Using Blooms Taxonomy, create a 6 question test and an answer sheet, for a Freshman Physical Education Class that just completed a Bocce Ball, Pickle Ball or Table Tennis Unit.
These questions are to be short answer/essay questions.
DO NOT use true/false, multi-able choice, or matching. Your questions are to be higher level thinking questions.
DO NOT use action words from "remember".
Use action words from: create, apply, evaluate, understand, analyze of Blooms Taxonomy. (see below)
Examples of questions (table tennis):
Design a weekly practice program aimed to improve performance skills in table tennis.
Create a way of "leveling the playing field" in a game of table tennis.
Modify a table tennis game or drill for a student who uses a wheelchair.
Invent a new drill for table tennis that uses modified or new equipment.
Identify skill combinations that make some table tennis players succeed quicker than others.
Match strategies of table tennis that are used in different games or sports.
blooms TAXONOMY resources
Criteria B: Planning for Performance
Create a Tournament
You are in charge of running a bocce ball, pickle ball, or table tennis tournament here at Reagan High School. The Physical Education Dept has invited 7 other schools for a total of 8 schools to participate on a Saturday afternoon. You will decide the style of play for the tournament. This could be a round robin, single, or double elimination tournament. You will also be creating a new game, that is modified or altered in some way from the traditional way we played in class. You can add new equipment, alter the playing field or court, have a singles, doubles, or triples game. You have the freedom
To begin, please answer the following 5 questions listed below. When you have completed this, you will need to create an invitation and send to the participating schools. This will allow them some time to play the new game, gain and understanding of the rules, and devise a strategy. Please review "bocce ball reference materials" and The "Bay View" bocce ball invitation. This is a great starting point.
_______________________________________________________________________________________
1. Answer these questions
As you create this game please think about and answer the following questions:
(Include these answers on your google doc.)
1. Describe in detail the changes or modifications that you are going to make in this game and why you are making them. Be specific and use examples.
2. Will your modification make the game easier/harder for the participants, why? Will this game be more competitive or more relaxed, why? Can people both young (six years old) and older (60 years old) participate in this game, how?
3. How will the offensive and defensive strategy change in your new game? How is its different than the traditional game we played in class? In your opinion, what is the best offense and defense strategy for you new game? Give a specific example. Be detailed, and use examples of in game situations.
4. One of the visiting teams has a participant with a disability. How will you make modifications for this athlete to fully participate? How will your game be accessible to that student?
Refer to "BOCCE BALL RULES WITH ADAPTATIONS FOR STUDENTS WITH DISABILITIES" as there is a section that discusses modified instructions for students with disabilities. Be specific, detailed, and use examples.
2. Create an invitation to your tournment.
Things to include in your one page invitation. You will be sending this to other schools to invite them your bocce ball tournament.
A. A list of equipment needed to play the game. Is there new equipment that you need? Will anything need to be added to modify the playing area? A bocce ball set, many sets?
B. An explanation, diagram, or a picture of how the court or playing area is set up and where equipment needs to be placed or located on the playing area. Will the tournament be held in the Reagan Gym or the soccer field in back of the school. Maybe you want to host it at an off site location like Cooper park or Humboldt park. Please be specific. Draw a picture on paper, take a picture of it with your phone, use a screenshot of google maps and add it to you doc. Be resourceful and creative.
C. Explain the process or the rules of the game:
What happens at your tournament involving the games? Be very descriptive and specific. Identify the things that are vague and that could be interpreted differently by participants.
D. Scoring. Please have a clear statement that describes the process for keeping score. Include a score card and/or a line up card for teams to stay organized and to settle disputes in participation order or scoring.
E. How will the game end? when a team reaches a certain point value first, time limit, after a set number of rounds played?
F. Please include a tournament bracket that you plan to use. Use these resources to find a bracket that fits your needs
http://www.erasabletournamentbrackets.com/9-team-round-robin-bracket.htm
https://www.printyourbrackets.com/seededbrackets.html
Resources:
Create a Tournament
You are in charge of running a bocce ball, pickle ball, or table tennis tournament here at Reagan High School. The Physical Education Dept has invited 7 other schools for a total of 8 schools to participate on a Saturday afternoon. You will decide the style of play for the tournament. This could be a round robin, single, or double elimination tournament. You will also be creating a new game, that is modified or altered in some way from the traditional way we played in class. You can add new equipment, alter the playing field or court, have a singles, doubles, or triples game. You have the freedom
To begin, please answer the following 5 questions listed below. When you have completed this, you will need to create an invitation and send to the participating schools. This will allow them some time to play the new game, gain and understanding of the rules, and devise a strategy. Please review "bocce ball reference materials" and The "Bay View" bocce ball invitation. This is a great starting point.
_______________________________________________________________________________________
1. Answer these questions
As you create this game please think about and answer the following questions:
(Include these answers on your google doc.)
1. Describe in detail the changes or modifications that you are going to make in this game and why you are making them. Be specific and use examples.
2. Will your modification make the game easier/harder for the participants, why? Will this game be more competitive or more relaxed, why? Can people both young (six years old) and older (60 years old) participate in this game, how?
3. How will the offensive and defensive strategy change in your new game? How is its different than the traditional game we played in class? In your opinion, what is the best offense and defense strategy for you new game? Give a specific example. Be detailed, and use examples of in game situations.
4. One of the visiting teams has a participant with a disability. How will you make modifications for this athlete to fully participate? How will your game be accessible to that student?
Refer to "BOCCE BALL RULES WITH ADAPTATIONS FOR STUDENTS WITH DISABILITIES" as there is a section that discusses modified instructions for students with disabilities. Be specific, detailed, and use examples.
2. Create an invitation to your tournment.
Things to include in your one page invitation. You will be sending this to other schools to invite them your bocce ball tournament.
A. A list of equipment needed to play the game. Is there new equipment that you need? Will anything need to be added to modify the playing area? A bocce ball set, many sets?
B. An explanation, diagram, or a picture of how the court or playing area is set up and where equipment needs to be placed or located on the playing area. Will the tournament be held in the Reagan Gym or the soccer field in back of the school. Maybe you want to host it at an off site location like Cooper park or Humboldt park. Please be specific. Draw a picture on paper, take a picture of it with your phone, use a screenshot of google maps and add it to you doc. Be resourceful and creative.
C. Explain the process or the rules of the game:
What happens at your tournament involving the games? Be very descriptive and specific. Identify the things that are vague and that could be interpreted differently by participants.
D. Scoring. Please have a clear statement that describes the process for keeping score. Include a score card and/or a line up card for teams to stay organized and to settle disputes in participation order or scoring.
E. How will the game end? when a team reaches a certain point value first, time limit, after a set number of rounds played?
F. Please include a tournament bracket that you plan to use. Use these resources to find a bracket that fits your needs
http://www.erasabletournamentbrackets.com/9-team-round-robin-bracket.htm
https://www.printyourbrackets.com/seededbrackets.html
Resources:
BOCCEBALL Invitation/rules for Bay view tournament
bocce-benefit-2017-tournament-rules.pdf | |
File Size: | 208 kb |
File Type: |
Pickleball tournament information
Criteria C: Applying and Perfroming
1. Skills testing. Each unit (Bocce ball, Pickle ball, and Table tennis) will have a skills test. Students will be taught, practice, and perform a basic skill in a competition prior to skills testing.
2. Personal engagement. Each students is expected to: be on time, dress for class, participate in all class activities. Students are evaluated daily.
1. Skills testing. Each unit (Bocce ball, Pickle ball, and Table tennis) will have a skills test. Students will be taught, practice, and perform a basic skill in a competition prior to skills testing.
2. Personal engagement. Each students is expected to: be on time, dress for class, participate in all class activities. Students are evaluated daily.
Criteria D: Reflecting and improving performance
Answer the following Questions.
1. Describe in detail an Offensive Strategy you used, planned to use, or witnessed someone else use, while participating in this unit. Please be descriptive and detailed in setting up the situation. Use a step by step process to explain the events. Include the relationship that participants have to each other, the equipment, and the playing area. Why was this a successful or unsuccessful strategy?
2. Describe in detail an Defensive Strategy you used, planned to use, or witnessed someone else use, while participating in this unit. Please be descriptive and detailed in setting up the situation. Use a step by step process to explain the events. Include the relationship that participants have to each other, the equipment, and the playing area. Why was this a successful or unsuccessful strategy?
3. Describe in detail a skill or technique you used while participating in this unit. Pick a skill that you noticed a significant increases in performance. Please be descriptive and detailed in describing the skill. Use a step by step process to explain how you measured the increase in performance. Why did you get better? How can you apply this method to establish success in another aspect in your life?
4. Describe in detail a skill or technique you used while participation in this unit. Pick a skill that you noticed you struggled in performing. Please be descriptive and detailed in describing this skill. Why did you not have much success in using this skill? What can you attribute you lack of success to? How can you apply yourself to improve this skill in practice to establish success? How can you apply this method to establish success in another aspect in your life?
Answer the following Questions.
1. Describe in detail an Offensive Strategy you used, planned to use, or witnessed someone else use, while participating in this unit. Please be descriptive and detailed in setting up the situation. Use a step by step process to explain the events. Include the relationship that participants have to each other, the equipment, and the playing area. Why was this a successful or unsuccessful strategy?
2. Describe in detail an Defensive Strategy you used, planned to use, or witnessed someone else use, while participating in this unit. Please be descriptive and detailed in setting up the situation. Use a step by step process to explain the events. Include the relationship that participants have to each other, the equipment, and the playing area. Why was this a successful or unsuccessful strategy?
3. Describe in detail a skill or technique you used while participating in this unit. Pick a skill that you noticed a significant increases in performance. Please be descriptive and detailed in describing the skill. Use a step by step process to explain how you measured the increase in performance. Why did you get better? How can you apply this method to establish success in another aspect in your life?
4. Describe in detail a skill or technique you used while participation in this unit. Pick a skill that you noticed you struggled in performing. Please be descriptive and detailed in describing this skill. Why did you not have much success in using this skill? What can you attribute you lack of success to? How can you apply yourself to improve this skill in practice to establish success? How can you apply this method to establish success in another aspect in your life?