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I really like the idea of real-world application, so I will use the Problem Based Learning Strategy to complete this part of the lesson.

I will be doing an assessment on Rugby and provide a real-world analogy/type situation so students can feel like they are playing actual, important games of rugby. They will have to implement strategies they learned in class, work on team cooperation, and learn overall tactics to complete successful Rugby games. (I chose Rugby because it is a not-so-American sport and will be new to many students. It will enhance foreign learning and help all the students find another form of exercise and sport enjoyment.)

Why: I am doing this type of assessment because I feel like it will be memorable and will help the students engage. I think the students will feel like what they are doing is more important if it is more like a real-life situation. They will play harder, play better, use strategies, and work. It will also require attention and demonstration of proper skills and technique which will benefit them in every sport that they choose to participate in. It will also benefit me because I am not used to teaching this sport so it will help me progress as a teacher. Overall, I think this is a great opportunity to teach the students and get them more involved in sports and activity.

What: I am going to give them a real-world-type scenario. They are going to be playing in a Rugby championship and the winners will get to play for the Queen and get a prize. (Real world prize as they will compete in a tournament in class-- IE class points, candy bar, etc.) They will be placed in teams and will have to determine which positions they will play according to skill and desire. Not to mention, they will also have to learn proper technique to be able to play well and fairly. Students will be graded on participation and on technique. (Rubric will be given.)

How: Students will do this lesson in a series-- so it will ultimately be a whole unit. I will observe over time so I can watch technique and progression. I will also keep track of score and we will conduct a bracket championship throughout the unit so the class can have the chance to experience competitive games. If participation is unwell or if injuries occur, I will have to make adjustments. Also, depending on class size, we may need to adjust some regular Rugby rules. We will also make sure to not allow tackling, or any kind of harmful physical contact to make this sport appropriate for the classroom.

See Lesson Plan Link (up top)

Unformatted Rubric Here:

Rugby (Studying Cultures) Rubric 11th Grade

Physical Education Outcomes  | Description  | Advanced (4) | Proficient (3) | Basic (2) | Minimal (1) | Score & Comments:
Participation  | Attitude Behavior EffortCooperation  | Always follows directions Positive Attitude High level of cooperation Helps others Is interested in the classStrong Effort  | Listens most of the time Positive Attitude Cooperates most of the time Is Interested Tries Hard
| Has to be reminded to listen Lacks Cooperation and effortNot really interested Doesn’t try | Always needs to be reminded  to listen and participate Doesn’t Cooperate No interest Will not try |

Motor Skills | Motor skills development is consistent with grade level and is congruent with those required in the sport of Rugby | Can demonstrate all gross and fine motor skills involved in Rugby effectively (for their grade level), which includes 4 or more of the following: proper passing, proper handling, proper running, able to carry out the game/rules effectively.  (Tagging, no tackling.) | Can demonstrate some fine and gross motor skills and is moving towards proficiency in 3 or more of the following; includes mostly proper passing, mostly proper handling, mostly proper running, mostly able to carry out the game/rules effectively. (Tagging, no tackling.) | Is only able to demonstrate a couple of fine and gross motor skills? Lacks interest in progressing Some motor skills include 2 or more of the following: sometimes proper passing, sometimes proper handling, sometimes proper running, sometimes able to carry out game/rules. (Tagging, no tackling.)  | Has a hard time showing proficiency in fine and gross motor skills. Includes 1 or more of the following: Rarely proper passing, rarely proper handling, rarely proper running, rarely able to carry out games/rules.
ANY TACKLING WILL RESULT IN AN IMMEDIATE ZERO.
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Knowledge/Application  | Motor skills and knowledge are applied to Rugby:
PassingHandlingRunningTaggingStrategyTeam Cooperation | Listens and applies teacher feedback Can identify what correct motor skills look like.Is willing to provide feedback or instruction to peers relating to strategy.Applies movement knowledge and motor skills to the activity. | Applies Most Feedback from the teacher.Can identify most of the motor skills and what they look like when done correctly.Can provide peer feedback in some situations. Applies most movement and motor skill knowledge to the activity.
| Will only apply some feedback from the teacher.Can’t identify motor skills and what they look like unless prompted. Can’t provide accurate peer feedback. Only applies movement and motor skill knowledge when it’s convenient for them. | Will not accept feedback Doesn’t understand motor skills or what they look likeNo peer feedback Will not apply any knowledge to the activity. |

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Please view my slideshow on the importance of PE.

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Now, I do not want to emphasize using too much screen time to replace actual movement and exercise, so I will not incorporate this TOO much into my classroom. However, I want students to understand that technology can benefit their exercise routines. There are apps and websites that can help track workouts and goals. Not to mention, using music can really help exercise become more enjoyable. I'd like to have a lesson where students will be required to incorporate some technology into a workout plan for themselves and then explain it to the class. Because our world is leaning more towards tech and industrialism, I think it will be a benefit for students to use tech that they are familiar with in their exercise regime.

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See https://www.physio-pedia.com/Physical_Activity_and_Mental_Health
This one is my absolute favorite and I will put this post in red to emphasize the importance. (Red Symbolizes "attention," or "stop-- to listen.") Physical Health has everything to do with emotional and mental health. If you are not taking care of your body, your mental and emotional well being will suffer. Ergo, it is absolutely crucial to help these kids connect the dots to these two concepts. I will include this in my teaching by explaining the importance of fitness/exercise in overall well-being and have the students conduct an Essential Question test at the end of the beginning of the year and at the end to see their personal improvements. I want them to be able to feel comfortable talking about their personal issues too and be able to get out emotion in healthy ways. (Exercise.) Anyway, I could go on and on about this, but I think this is super important and needs to be taught in EVERY classroom.

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Access to personal lesson plan:
https://docs.google.com/document/d/1rNpa67-gX8VQnz95GKsVDzpx7F2JD0Pz_UnqLUzADG8/edit?usp=sharing

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We have gone through extensive planning to create lesson plans with cooperative learning. In my EDSC 355G class, my teammates and I created a Jigsaw method for a Weightlifting Unit and I believe it is a great example for how cooperative learning might be used in a real life physical education classroom. Not to mention, I think it will do a world of good to let students experience what it is like to be a leader and to lead discussions.

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I believe if students can learn what is going on inside their bodies (learning BMI, diet, exercise habits, etc.), they will be able to ask themselves questions, make changes, create goals, and apply their physical education knowledge in achieving overall health and wellness. This will be a benefit to them because they can take it with them for the rest of their lives. I will use MyPlate.gov to guide instruction-- they can take quizzes, find exact body measurements, and do many more things to work out a healthy way for them to eat.

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MyPlate | U.S. Department of Agriculture

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Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

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I want to incorporate Problem Based Learning in my physical education classroom just like the article did-- by using it to help students take what they learn and apply it to their daily lives and also improve their skills within real-life game situations. I believe that if I do this, it will help students improve their overall participation, excitement, and understanding of the class as a whole. If they feel like what they're learning is worthwhile and important, they will be more engaged.