Subject Area Physical Education

Grade Level 9
ED 3604 – Evaluation of Student Learning
Topic Dance
Unit Assessment Plan Length of Unit 5
(days)

Stage 1: Desired Results

General Outcomes (in full):
 A- Students will acquire skills through a variety of developmentally appropriate movement activities; dance,
games, types of gymnastics, individual activities, and activities in an alternative environment
 B- Students will understand, experience and appreciate the health benefits that result from physical activity
 C- Students will interact positively with others
 D- Students will assume responsibility to lead an active way of life
Understandings: Essential Questions:
Students will understand that… These address more specifically how you will achieve the
big picture/ideas
 Every song has a beat (rhythm)
 The body can be used as a creative outlet  How can we use our bodies to convey ideas?
 Movements can be sequenced and refined to  How do the elements of dance help to create a
create strings of choreography meaningful piece?
 Working together as a team leads to ideas  How does improvisation help to develop new
that cannot be achieved as an individual movement ideas?

Specific Outcomes (in full): Prior understandings…

Students will be able to…
 (A9-1) Apply and refine locomotor skills
and concepts to a variety of activities with
increased control to improve personal
performance
 (A9-2) apply and refine locomotor skills by
using elements of body and space
awareness, effort and relationships to
improve personal performance
 (A9-3) apply and refine non-locomotor
skills and concepts to a variety of activities
with increased control to improve personal
performance
 (A9-4) apply and refine non-locomotor
skills by using elements of body and space
awareness, effort and relationships, to
improve personal performance
 (A9-8) create, refine and present a variety of
dance sequences
 (A9-9) choreograph and perform dance
sequences, using the elements of movement
and basic steps and patterns
 Students will need to know what locomotor and non-
locomotor skills are
 Students should understand rhythm and be able to
find the rhythm of slow, medium, and quick-paced
songs
 Students should be able to work with others and
accept ideas presented by others
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
 (A10-1) apply and refine locomotor skills and
concepts – effort, space and relationships – to
perform and create a variety of activities to improve
personal performance
 (A10-3) apply and refine non-locomotor skills and
concepts – effort, space and relationships – to
perform and create a variety of activities to improve
personal performance
 (A10-8) apply the principles of dance to improve
performance
 (A10-9) choreograph and perform dances for self and
others

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Subject Area Physical Education
Grade Level 9
ED 3604 – Evaluation of Student Learning
Topic Dance
Unit Assessment Plan Length of Unit 5
(days)

 (B9-6) analyze and explain the effects that  (C10-5) develop and apply practices that contribute
nutrition, fitness, and physical activity have to teamwork
on body systems before, during and after
exercise
 (C9-5) develop practices that contribute to
teamwork
 (C9-6) identify and demonstrate positive
behaviors that show respect for self and
others

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 Stage 2: Assessments
Warm-up Observation Observation
Peer Observation Assessment
Title Exit Slip and Cool- of of Attitude
Feedback of Skills of Skills
down Interactions and Effort
Learning Outcomes
Type Summative Formative F/S F/S F/S Summative
(Formative/Summative) Formative
Weighting 15% 15% 15% 15% 40%
(A9-1) Apply and refine
locomotor skills and concepts to a
variety of activities with increased
X X X X X
control to improve personal
performance

(A9-2) apply and refine locomotor

skills by using elements of body
and space awareness, effort and
X X X X X
relationships to improve personal
performance

(A9-3) apply and refine non-

locomotor skills and concepts to a
variety of activities with increased
X X X X X
control to improve personal
performance

(A9-4) apply and refine non-

locomotor skills by using elements
of body and space awareness,
X X X X X
effort and relationships, to
improve personal performance

(A9-8) create, refine and present

X X X X X
a variety of dance sequences
(A9-9) choreograph and perform
X X X X X
dance sequences, using the
elements of movement and basic
steps and patterns
(B9-6) analyze and explain the
effects that nutrition, fitness and
physical activity have on body X X X
systems before, during and after
exercise
(C9-5) develop practices that
contribute to teamwork X X X

(C9-6) identify and demonstrate

positive behaviors that show X X X X
respect for self and others
 Assessment FOR Assessment OF
Assessment Tool Brief Description Learning Learning
One exit slip after the first class and one after the
third class. By having students fill out exit slips
answering questions about their ability to find a
beat, their confidence in stringing together dance
moves, their contributions to the group/ability to
Exit Slips collaborate, and their skills, I will be able to x
formatively assess where to go with the next
lessons. Furthermore, by asking students to
evaluate their own learning it helps hold them
accountable to said learning through making them
more aware.
Students lead warm-up/cool-down in groups. They
Student-Led
should provide a written rational for their chosen
Warm-up and x
exercises to link them to a healthy and active
Cool-down
lifestyle.
Students will work together in their groups to get
their choreography as crisp as possible. This will
involve giving peer feedback.

Students will also receive peer feedback on their

warm-up or cool-down activities. Classmates will
rate their ‘warmness’ on a scale of 1-5, thus
showing the presenters how effectively they have
Peer Feedback been warming up. After hearing feedback from x
other students about how effective the warm-up
was, students will be able to contrast this
knowledge with their own, and adjust their
personal warm-up routines. This can help students
realize that exercises that might work for them
might not work for others, or might help them find
areas of the body that they need to spend more
time warming up.
Scan the entire gym and use a quick scale of 1-3 to
identify whether students have it, are getting there,
Observation of or do not have it. Record frequently. By
x x
Skills identifying students who may be struggling, it will
allow me to step in and offer them a little extra
help to boost their learning.
Scan the entire gym and use a quick scale of 1-3 to
identify whether students have it, are getting there,
Observation of or do not have it. Record frequently. By
x x
Interactions identifying students who may be struggling, it will
allow me to step in and offer them a little extra
help to boost their learning.
Observation of Scan the entire gym and use a quick scale of 1-3 to
x x
Attitude and identify whether students have it, are getting there,
 or do not have it. Record frequently. By
identifying students who may be struggling, it will
Effort
allow me to step in and offer them a little extra
help to boost their learning.
On the final day of the unit students will present
Choreography their group dance. Students who wish not to
x
Presentation present in front of the class may submit a video of
their dance.