Target Games - An Alternative Recreational Activities Unit
Most recently taught: September 2020
Key Concept: Relationships
Related Concepts: Systems, Interactions
Statement of Inquiry: Recreational target games follow similar systems of rules and strategies, fostering positive interactions and relationships.
Global Context: 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
Self Management - Bring necessary equipment and supplies to class
As the first unit of the school year, I wanted to renew initiatives for students to arrive to class in proper attire. Through class discussions we analyzed the importance of good hygiene and how not changing clothes could affect this. In the sweltering August heat, coming prepared with water bottles was also important as the water fountains had been turned off due to Covid.
Communication - Paraphrase accurately and concisely
Day to Day Connections: In their Google Doc, 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.
Research - Locate, organize, analyse, evaluate, synthesise and ethically use information from a variety of sources and media
Day to Day Connections: During classroom time, students will research rules of specific target games, citing their sources and double-checking on other sites to ensure accuracy.
Summative Connection: Students will be able to use information they have previously found as well as find additional information online to support their explanations of strategies, rules and techniques found in a target game.
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.
Thinking - Evaluate and manage risk
Day to Day Connections: As we play the different target games, students will look at different types of shots they can perform and evaluate the risk for each one. Evaluating the risk vs reward of performing powerful shots.
Summative Connections: When deciding on the content to include in their video, students should discuss strategic decisions and explain possible risks associated with each one.
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.