UbD and the OCG in HPE

Stage I: Desired Results

Part I of 3

Today’s Essential Questions

• EQ1: How does the work we do support district/department mission and goals?

• EQ2: How do we know alignment when we see it?

What is the purpose of curriculum?

What is the purpose of the OCG?

Opportunity to Learn

Guaranteed

Viable

Articulated

Intended = Attained

Parkway Mission (Draft)

The mission of the Parkway School District is to ensure all our students and graduates become purposeful, capable and confident learners who are prepared to lead productive and responsible lives in an ever-changing and complex world.

Parkway Health & PE Mission Statement

The Parkway Health and Physical Education Department is committed to preparing students to live healthy, productive, and physically active lives

for the 21st century. Our mission is to provide students with the knowledge, skills and attitudes necessary for living active, fit and healthy lives.

Ultimately, it is our goal that our students will take personal responsibility for practicing good health

habits and for engaging in regular physical activity, so as to develop them into students who are ready

to learn today and prepared to be productive members of society tomorrow.

Mission Alignment

• Purposeful• Capable• Confident• Productive Lives• Responsible Lives• Ever-changing, Complex

World

• Knowledge, Skills, & Attitudes

• Healthy• Productive• Physically Active• Responsibility for Healthy

Lives• Ready to Learn Today• Productive Members of

Society Tomorrow

Goals for Parkway Graduates Health & Physical Education

Through the Parkway Health and Physical Education Curriculum, students will:

1. Advocate for and model healthy behaviors, including good eating habits and an active lifestyle.

2. Apply health maintenance and healthy weight management practices.

3. Develop and apply life skills, such as responsible decision-making, to

enhance overall health.

4. Demonstrate appropriate personal and social behaviors, and display positive character traits.

5. Develop and apply stress management techniques to foster well-being.

6. Demonstrate competency in movement and sports skills.

7. Recognize how health and fitness affect one’s readiness to work and

learn.

8. Develop an awareness of how high risk behaviors affect one’s health. 4/30/2007

Mission Alignment

Mission HPE Mission Goals Learning

What is the purpose of UbD?

Backwards Designing

Understanding by Design

What is UbD?- UbD…“is a framework for improving student

achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.”

- Authentic Education

Understanding by DesignWhy UbD?- “The mission of high school is not to cover content, but

rather to help learners become thoughtful about, and productive with, content. It's not to help students get good at school, but rather to prepare them for the world beyond…The entire high school curriculum—course syllabi, instruction, and especially assessment—must reflect this central mission, which we call learning for understanding. Learning for understanding requires that curriculum and instruction address three different but interrelated academic goals: helping students (1) acquire important information and skills, (2) make meaning of that content, and (3) effectively transfer their learning to new situations both within school and beyond it.”

- Wiggins and McTighe

Understanding by Design

The Basics of UbD:

Stage 1:

Identify desired results

Stage 2:

Determine acceptable evidence

Stage 3:

Plan learning experiences

and instruction(UbD Workbook, p 12)

Understanding by Design

The Basics of UbD:

Stage 1:

Identify desired results

(UbD Workbook, p 80)

Worth being familiar with

Important to know and do

Big Ideas and Enduring

Understandings

Clarifying Content Priorities

OVERARCHING UNDERSTANDINGS & ESSESTIAL QUESTIONS

Health & Physical Education

What is the significance of being physically fit and healthy?

Significance To Oneself Daily life demands Job demands Respect for self Personal pursuits Self-expression Personal well-being Work skills, life skills,

health skills Learning/Academic

achievement

Significance to Others Respect towards others Ability to work with others Productivity in

workforce/Employability Lower health costs

Significance to Society Lower health costs Strength of nation Environmental health Physical assistance

Overarching Understandings

Good health and fitness contributes to a person’s productivity. Health skills and fitness skills help with readiness for the

workplace/job career. There are three aspects of health (mental/emotional, physical,

social) that are significant to overall health. Good health and an active lifestyle contribute to learning and

academic success.

Understanding by Design

Big Ideas, Understandings, and Essential Questions

(UbD Workbook, p 133)

Big Idea

Essential QuestionUnderstanding

Topic or Content Standard

(The student will understand biological adaptation.)

Big Idea – an abstract and transferable concept, theme, or process at the heart of a subject or topic.

(Social Influences on Health Behaviors)

Understanding – a full sentence generalization, specifying what we want students to come to understand about the Big Idea.

(Youth are influenced by family, peers, culture, media and technology.)

Essential Question – a provocative and arguable question designed to guide inquiry into the Bid Ideas. By actively exploring the EQs, students develop and deepen their understanding.

(How does society influence your health behaviors?)

PHYSICAL EDUCATION

Enduring Understandings

What do you want them to take with them and know 10 years from now?

CORE (Enduring Understandings)

1. Regular physical activity in important to all aspects of health.

2. There are many applications of physical fitness to one’s life.

3. Safe practices should be followed when exercising.

4. Physical fitness can contribute to a happy, healthy lifestyle.

Knowledge & Skills 1. MO GLEs 2. Unit Objectives

Trivial Knowledge

(Necessary for the unit/lesson)

HEALTH EDUCATION

Enduring Understandings

What do you want them to take with them and know 10 years from now?

CORE (Enduring Understandings)

1. Health is multifaceted in nature.

2. Health agencies and people in our community help provide support for health issues.

3. Health behaviors can have short-term and long-term consequences.

4. Healthful living requires knowledge of health content and skills.

Knowledge & Skills 1. MO GLEs 2. Unit Objectives

Trivial Knowledge

(Necessary for the unit/lesson)

Enduring Understandings

• What is an enduring understanding?

• All curricula are based on enduring

understandings.

What Are Enduring Understandings?

Characteristics of an Enduring Understanding

• Involve the big ideas that give meaning and importance to facts

• Can transfer to other topics, fields, and life

• Are usually not obvious or concrete• Justify the use of teaching a skill• Are deliberately framed as

generalizations

What Are Essential Questions?

Examples of Enduring Understandings

• Health– Participation in lifelong sports

promotes physical and mental wellness.

• Music– Musical tastes vary. Your noise is

my music.

Essential Questions

• Essential questions help drive

instruction.

What are the Common Elements?

• Have no simple, right answer• Raise other important questions,

often cross subject boundaries• Often address philosophical or

conceptual foundations of a discipline

What are the Common Elements?

• Naturally and appropriately recur to highlight big ideas and issues

• Can effectively provoke and sustain student inquiry

• Can be overarching and topical, guiding, or provoking

Examples of Essential Questions

• Health– Is the ability to make decisions

determined by nature or nurture?

• Music– What is the difference, if any,

between good music and great music?

Fitness Concepts Units

• Personal Fitness and Wellness

• Aquatics

• Rhythmic Activities

• Lifetime Fitness and Sport Activities

• Personal and Social Responsibility

• Safety and Injury Prevention

Health and Wellness Units

• Personal Wellness

• Nutrition

• Community and Environmental Health

• Safety and First Aid

• Substance Abuse and Prevention

• Disease Prevention & Healthful Relationships

Understanding by Design

(UbD Workbook, p 60)

• Stage 1 – Design Standards– To what extent does the design focus on the big ideas

of targeted content? Consider: Are…• The targeted understandings enduring, based on

transferable big ideas at the heart of the discipline, and in need of “uncovering”?

• The targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer?

• The essential questions provocative, arguable, and likely to generate inquiry around central ideas (rather than a “pat” answer?

• Appropriate goals (e.g. content standards, benchmarks, curriculum objectives) identified?

• Valid and unit-relevant knowledge and skills identified?

HPE Content Strands

I. Functions and Interrelationships of Systems

II. Health Maintenance and EnhancementIII. Risk Assessment and ReductionIV. Efficiency of Human Movement and

PerformanceV. Physical Activity and Lifetime Wellness

NASPE Standards• A physically educated person:• Standard 1: Demonstrates competency in motor skills and

movement patterns needed to perform a variety of physical activities.

• Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

• Standard 3: Participates regularly in physical activity.• Standard 4: Achieves and maintains a health-enhancing level of

physical fitness.• Standard 5: Exhibits responsible personal and social behavior that

respects self and others in physical activity settings.• Standard 6: Values physical activity for health, enjoyment,

challenge, self-expression, and/or social interaction.

Health Standards• Standard 1: Students will comprehend concepts related to health promotion

and disease prevention to enhance health. • Standard 2: Students will analyze the influence of family, peers, culture,

media, technology, and other factors on health behaviors.• Standard 3: Students will demonstrate the ability to access valid

information and products and services to enhance health.• Standard 4: Students will demonstrate the ability to use interpersonal

communication skills to enhance health and avoid or reduce health risks.• Standard 5: Students will demonstrate the ability to use decision-making

skills to enhance health.• Standard 6: Students will demonstrate the ability to use goal-setting skills to

enhance health.• Standard 7: Students will demonstrate the ability to practice health-

enhancing behaviors and avoid or reduce health risks.• Standard 8: Students will demonstrate the ability to advocate for personal,

family, and community health.

PARKWAY SCHOOL DISTRICT HEALTH AND PHYSICAL EDUCATION

STANDARDS & FOUNDATIONAL OBJECTIVES

1 – The learner will demonstrate competency in a variety of motor skills and movement patterns needed to enjoy participation in a physically active lifestyle (NASPE Standard 1). 2 – The learner will demonstrate an understanding of movement/fitness concepts, principles, strategies, and tactics as they apply to exercise and the learning and performance of physical activities (NASPE Standard 2).

3 – The learner will exhibit a physically active lifestyle and show evidence of an acceptable level of health-related fitness (NASPE Standard 3 & 4). 4 – The learner will exhibit responsible personal and social behavior that respects self and others at the same time as value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction (NASPE Standard 5 & 6). 5 – The learner will demonstrate understanding of the human body, how it functions, and health guidelines which can influence their growth, development, and overall health.

The learner will demonstrate understanding of concepts related to health promotion and disease prevention to enhance health (HE Standard 1).

The learner will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks (HE Standard 7).

6 – The learner will exhibit health skills and attitudes which help them to act on their knowledge to maintain and improve their health.

The learner will demonstrate the ability to use health skills (i.e. decision-making, goal-setting) to enhance health (HE Standard 5 & 6).

The learner will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks (HE Standard 4).

The learner will demonstrate the ability to access valid information and products and services to enhance health (HE Standard 3).

The learner will demonstrate the ability to advocate for personal, family, and community health (HE Standard 8). 7 – The learner will demonstrate understanding of the interdependence of personal health and community/global health, and the influences of society/culture on health decisions and practices.

The learner will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors (HE Standard 2).

NHES Performance Indicators

Students in grades 9 through 12 will:• Predict how healthy behaviors can affect health status (1.12.1)

• Analyze how the family influences the health of individuals (2.12.1)

• Evaluate the validity of health information, products, and services (3.12.1)

• Use skills for communicating effectively with family, peers and others to enhance health (4.12.1)

• Examine barriers that can hinder healthy decision making (5.12.1)

• Assess personal health practices and overall health status (6.12.1)

• Analyze the role of individual responsibility for enhancing health (7.12.1)

• Use accurate peer and societal norms to formulate a health-enhancing message (8.12.1)

NASPE Performance Outcomes

At the end of grade 12 students will:• Demonstrate a variety of swimming strokes (Standard 1).• Develop an appropriate conditioning program for a self-selected

game/activity to engage in for life (Standard 2).• Demonstrate the ability to monitor and adjust activity to meet

personal physical activity needs (Standard 3).• Develop a personal fitness profile on the basis of fitness

assessment results (Standard 4).• Shows leadership by diffusing conflict during competition

(Standard 5).• Creates a pamphlet on the health benefits of physical activity

(Standard 6).

Unit Design Template

Big Ideas Reflected Throughout the Design

Established Goals: G

Enduring Understandings: Students will understand that…

U Essential Questions: Q

Students will know… K Students will be able to… S

Stage 1 – Desired Results

Performance Tasks: T Other Evidence: OE

Stage 3 – Learning Plan

Learning Activities: L

Big Ideas are often implied and sometimes stated in goals or content standards. Look for key concepts, consider the ideas in key nouns.

[statements in teacher language]

[questions in student language]

Big Ideas are implied here. Consider the larger ideas that connect the facts and the larger purposes for mastering the skill.

A constant focus on and effective use of Big Ideas should be at the heart of performance tasks (as reflected in task guidelines and rubrics).

Quizzes, tests, and prompts should relate to the Big Ideas (e.g. oral or written questions, one or more of the Essential Questions).

The learning plan should ensure that Big Ideas are uncovered through inquiry activities and explicit instruction. The overall goal is to help learners make sense of the content, connect discrete facts and skills to larger ideas, apply this knowledge in meaningful ways, and see the purpose of learning activities.

Big Ideas are explicitly highlighted here.

Stage 2 – Assessment Evidence

Fitness Concepts Health-related Fitness Unit

Established Goals: (Big Idea – Personal Fitness & Healthy Active Living) G

Enduring Understandings: Students will understand that…

U Essential Questions: Q

Students will know… K Students will be able to… S

Stage 1 – Desired Results

NASPE Standard 2 – Demonstrates understanding of movement/fitness concepts as they apply to the learning and performance of physical activities; NASPE Standard 4 – Achieves and maintains a health-enhancing level of physical fitness. MO H/PE GLE PA1A9 – Analyze present fitness levels to create a long-term personal fitness plan which meets current and future needs necessary for the maintenance of health and fitness.

1. personal fitness plans are unique in that they include training principles that are specific to the individual and their fitness/athletic needs.

2. maintaining a health-enhancing level of fitness entails the development of cardiovascular fitness, muscle fitness, flexibility, and body composition.

3. People with high levels of personal fitness experience many benefits to their physical health, mental/emotional health, and social health.

1. How is health-related fitness significant to my life and my personal goals?

2. Why do people train differently?

1. Physical Activity Pyramid Guidelines 2. Health Benefits of Physical Activity and Exercise 3. FITT and the Principles of Specificity, Progression,

and Overload 4. Basics of Cardiorespiratory Endurance Training 5. Basics of Muscle Fitness Training 6. Factors for Maintaining a Healthy Body Weight 7. Content-specific Vocabulary (see essential

vocabulary)

1. identify and perform exercises which specifically train each component of fitness.

2. apply FITT to various types of training (i.e. resistance, aerobic)

3. identify elements of a resistance-training workout for improved muscular fitness.

4. identify elements of an aerobic training workout for improved cardiovascular fitness.

Essential Vocabulary

Plyometrics Pyramid Training FITT Overload Specificity Spotting Resistance Training Muscle Contraction Muscle Imbalance