Target Games - An Alternative Recreational Activities Unit
Most recently taught: September 2020
Key Concept: Relationships
Related Concepts: Systems, Interactions
Statement of Inquiry: Interacting with resources within a system can foster relationships.
Global Context: Orientation in Space and Time - Natural and human landscapes and resources (exploring the variety of surfaces target games can be played on and how this affects strategic decisions)
Learner Profile: Principled (Students learned about “etiquette” and what that looks like in each target game)
This unit for my MYP 2 and 3 students has them playing a variety of target games including: Lawn Bowling, Croquet, Frisbee Golf and Golf. Over the course of the 6 week unit, students will explore the skills and strategies necessary to be successful in target games, as well as the rules of the games. With the focus being on fostering relationships between students while playing individual games, they will reflect on how their actions can impact others positively, and negatively as they compete. For the summative assessment students will work in small groups to create a video that demonstrates their understanding of the skills, strategies, and etiquette in a specific target game. Skills will be assessed through their gameplay which will be recorded and included in their final video presentation.
Mini target game stations
Striking technique stations
Frisbee technique practice
Strength vs accuracy discussions
Stations exploring different types of shot techniques
Putting and chipping challenges
Different surfaces (green, rough, fairway, bunker) risk discussion
Field trip to Driving Range
Teacher observation of proper techniques being used and rules being followed. At the start of the unit, discussions were frequent on the importance of following rules and how actions can impact others.
Students worked in pairs during frisbee golf and golf to provide feedback on shot techniques.
Individually during classroom time, students answered questions to demonstrate their understanding of prominent strategies and important rules in the different games, allowing for the teacher to address misconceptions.
Criterion A: Knowledge and understanding
Students will demonstrate their understanding of target games through creating media in a small group. Over the span of a few classes students will choose a target game and discuss the important rules, strategies and skills for the game. Using game-specific terminology students should explain problems you could experience when playing the game and possible solutions.
Every student should contribute in a role when making this video and during the planning phase.
Criterion C: Applying and performing
To assess their skills in this unit, students recorded each other performing the skill techniques while playing the target game. Included in their final video, they added voiceovers discussing the important cues they focused on when performing the skill.
In croquet, examples included performing an initial striking shot, and performing a shot to knock a different team's ball away, gaining another shot opportunity.
ATL’s focused on in this unit
Research - Locate, organize, analyse, evaluate, synthesise and ethically use information from a variety of sources and media
In order for students to demonstrate knowledge and understanding (Criteria A): students will locate, organize, analyse, evaluate, synthesise, and ethically use information from a variety of sources and media by reading online articles, webpages for their summative video. Students will identify the important information to include, ensuring they cite multiple types of secondary sources at the end of their informational video.
The strategy that will be explicitly taught is:
-locate, organize, analyse, evaluate, synthesise information: collecting information as a group and organizing it all in one place. Each group should then evaluate the information to be included in the video to meet summative objectives.
-ethically use information from a variety of sources and media: working with the librarian, ensure students understand academic honesty and how to cite information found online and used in their summative assessment.
Thinking - Evaluate and manage risk
In order for students to demonstrate apply and perform skills (Criteria C): students will evaluate and manage risk by demonstrating strategies that are difficult to execute, and controlling their movements to manage different objectives. In their video students should ensure they analyse each risk present in the target game when performing skills.
The strategy that will be explicitly taught is:
-evaluate risk: looking at the pros/cons of performing different shots at different points in the game. Having a debate on whether it is better to consistently shoot a 3 on each frisbee golf hole, or having a 50/50 chance of shooting a 2 or 5. Students should recognize how their skills and confidence may affect the decision-making process.
-manage risk: focusing on using correct skill techniques to limit risk.
Communication - Paraphrase accurately and concisely
Day to Day Connections: In their Google Docs, students will summarize information found on the internet into relevant sentences that still contain the key points of rules, strategies, or skill techniques. When helping their partner during peer feedback I will encourage them to focus on simple verbal cues instead of overloading their partner with too much information.
Summative Connection: For the final video, students will decide on what information is important to include and exclude what information is unnecessary while still being accurate.
Social - Take responsibility for one’s own actions
Day to Day Connections: Along with the “Principled” learner profile, students will explore how their actions can affect others and reflect on how they can make other students' experiences more positive in target games.
Summative Connection: Working in small groups, students will need to take on a role and contribute to the video planning process. Coming prepared to class to participate in all activities.
This was the first unit for students back at school after virtual learning and allowed for social distancing to take place, as body contact is not a part of target games.
In the future, I will probably change to assessing Crit. D instead as the unit is better suited to focus on their interpersonal skills rather than their performances.
I learned quickly to mix in plenty of mini target games through stations and avoid playing the major target games (frisbee golf, croquet, and lawn bowling) for more than half the class.
Overall, was a nice change of pace that encouraged participation from students of all skill levels and I would teach it again with minor adjustments.
Thoughts, questions, concerns? Let me know on twitter @tannernickel or send me an email. I am always looking for ideas and ways to improve my inquiry teaching.