Grade 7, and 8

Unit Plan: Badminton

By: Nicola Janse van Rensburg

Miss. Rensburg
Physical Education Philosophy

I believe that learning should promote student exploration through the introduction of movements, strategies, teamwork,

problem solving, and health related fitness. These fundamentals will help guide students towards an end goal of a positive life-long

relationship with physical activity. I will do my best to encourage students during their journey in building a positive relationship with

the wide range of lessons and messages that are embedded throughout physical activity. I will do my best to support student’s creative

minds to promote fun through learning in helping students create a positive relationship with physical activity. To me, physical

education is about strengthening both body and mind. Not one student will have the same journey; it is up to us as teachers to help

create a safe and positive environment to help support and encourage all students with developing their relationships with physical

activity. This unit reflects my personal philosophy as it fosters an active, motivated, and positive classroom where students are

developing physical, cognitive, and social skills that promote life-long learning, health, and cooperation.

Unit Overview

The following unit plan accounts for two grade levels; grade 7 and grade 8. This has been condensed into one document so that

reference to different grade levels may be addressed when referencing the different outcomes for this unit. This badminton unit was

designed to last 8 classes (8 days). Focusing on Physical education Level 7 and 8 it is important to acknowledge the wide range of

student abilities throughout the class. The start of my unit plan focusses on demonstrating and developing student’s basic fundament

skills to help them achieve success throughout the badminton unit. This will include proper grip, serving, clears, backhand shots, drop

shots and smash. As the unit progresses game strategy will be implemented before game play starts so offensive and defensive
techniques of students are ready for a game situation. Lessons will be taught through direct instructional approaches, peer teaching,

cooperative learning, sports education model and TGFU. As this unit uses a combination of different teaching styles it helps advocate

for inclusivity and participation throughout the unit. I have chosen these methods of teaching as being in level PE 7 and 8 I have

assumed that most students who are participating already have basic knowledge of the fundamental skills, and need basic refreshers to

touch up on skills, and to incorporate more advanced skills. etiquette regulations, showing positive teamwork and communication

skills are also going to be practiced throughout this unit as they are important aspects included through the learning outcomes for

physical education 7 and 8

Classroom Management Techniques

With this unit I believe that it is important to set behavioral and classroom expectations. Setting these expectations early is

very important as it will show students what is expected of them through the unit and class to be successful and achieve success in

physical education. General rules that should be followed through physical education is proper gym attire, but with COVID-19 it is

difficult to abide by this rule, but it is important to keep an eye out for student’s safety if they do not have appropriate footwear that

could limit their physical capabilities. More rules would be raising hands for questions during instruction time, not playing with

equipment during instructional periods. One thing I value in my classroom/gym is openness to mistakes and ask questions. Students

making mistakes is one of the best ways to improve one’s skills. Students will begin to analyze what went wrong, ask for feedback,

and apply that feed to their skill. Therefore, I want to emphasize to students that it is not the end of the world if they make mistakes in

gym class, there is always room and time to work on these skills.
 Grade 7
Unit: Badminton
Dates 8 Classes: March 1-11th, April 19th- 30th

Date Lesson Title G SLO’s Assessment Key Questions Learning Safety Instructional Equipment/ Mo
Planned L related to this Activities Strategies Resources/
to Teach O Lesson Technology
’s

Class 1 Introduction, A A7-1 Knowledge What is -Warm up As a class, we Direct Shuttles Suppo
MON Grip on racquet, C A7-2 Recall sportsmanship -Grip will go over the Instruction the
and what does it rules and
Serving D A7-3 look like?
-Service Rules Peer Badminton studen
regulations of
Techniques A7-4 STEM -Short serve badminton
Teacher Nets
(Long and A7-5 1-Skills Where does your -Long serve Cooperative Be aw
Short) A7-6 2-Teamwork/ racquet need to be GAME PLAY Teacher Learning Badminton of
A7-7 Cooperation when serving? Sports Courts questi
supervision
A7-10 3-Active What are the
Education
A7-11 Lifestyle differences in Space Model Gymnasium Demo
C7-1 technique when consideration TGFU rate
C7-2 Students will serving singles or Badminton
C7-3 be given a doubles? Expectations Positi
C7-4 number from for equipment Raquets
What are the use and clean
C7-5 1-4 in the boundary lines for Move
up
C7-6 categories a serve? Participants nt dur
D7-1 above. Expectations game
D7-2 Mainly in an for swinging play
D7-3 Observation racquets and talkin
D7-5 format. spatial with t
D7-8 1(limited) awareness. studen
4(Excellent)

Combined
 Formative
and
summative
assessment
through
Observation
Class 2 Review, Clears A A7-1 Knowledge What does fair -Warm up As a class, we Direct Shuttles Suppo
TUES (overhand, and C A7-2 Recall play mean to you? -REVIEW will go over the Instruction the
Underhand) D A7-3 -Underhand rules and Peer Badminton studen
What are different regulations of
Backhand Shots A7-4 STEM shots that can be Clear badminton
Teacher Nets
A7-5 1-Skills practiced in -Overhand Cooperative Be aw
A7-6 2-Teamwork/ badminton? Clear Teacher Learning Badminton of
A7-7 Cooperation (ensure that the supervision Sports Courts questi
A7-10 3-Active clear shot is Education
A7-11 Lifestyle demonstrated Space Model Gymnasium Demo
C7-1 in full showing consideration TGFU rate
C7-2 Students will step by step Badminton
C7-3 be given a the motion Expectations Positi
C7-4 number from students for equipment Raquets
use and clean
C7-5 1-4 in the should Move
up
C7-6 categories replicate, as Participants nt dur
D7-1 above. this is the Expectations game
D7-2 Mainly in an baseline for swinging play
D7-3 Observation motion for raquets and talkin
D7-5 format. most shots in spatial with t
D7-8 1(limited) badminton) awareness. studen
4(Excellent) GAME PLAY

Combined
Formative
and
summative
assessment
 through
Observation
Class 3 Review, Drop A A7-1 Knowledge How would you -Warm up As a class, we Direct Shuttles Suppo
WED Shot, Smash, C A7-2 Recall determine what -REVIEW will go over the Instruction the
makes an accurate rules and
Game Play D A7-3 shot?
-Backhand Peer Badminton studen
regulations of
A7-4 STEM Shots badminton
Teacher Nets
A7-5 1-Skills What is the GAME PLAY Cooperative Be aw
A7-6 2-Teamwork/ difference Teacher Learning Badminton of
A7-7 Cooperation between a drop Sports Courts questi
supervision
shot and a smash?
A7-10 3-Active Education
A7-11 Lifestyle Space Model Gymnasium Demo
C7-1 consideration TGFU rate
C7-2 Students will Badminton
C7-3 be given a Expectations Positi
C7-4 number from for equipment Raquets
use and clean
C7-5 1-4 in the Move
up
C7-6 categories Participants nt dur
D7-1 above. Expectations game
D7-2 Mainly in an for swinging play
D7-3 Observation raquets and talkin
D7-5 format. spatial with t
D7-8 1(limited) awareness. studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 4 Review, A A7-1 Knowledge Why is being -Warm up As a class, we Direct Shuttles Suppo
THURS Net Shots, , C A7-2 Recall spatially aware -REVIEW will go over the Instruction the
important in this rules and
 Game Play D A7-3 game? -Net shot regulations of Peer Badminton studen
A7-4 STEM GAME PLAY badminton Teacher Nets
Where should you
A7-5 1-Skills be on the court
Cooperative Be aw
Teacher
A7-6 2-Teamwork/ when performing Learning Badminton of
supervision
A7-7 Cooperation a net shot? Sports Courts questi
A7-10 3-Active Space Education
A7-11 Lifestyle Where should the Model Gymnasium Demo
shuttle land when consideration
C7-1 performing a net
TGFU rate
C7-2 Students will shot? Expectations Badminton
C7-3 be given a for equipment Positi
C7-4 number from use and clean Raquets
C7-5 1-4 in the up Move
C7-6 categories Participants nt dur
D7-1 above. Expectations game
for swinging
D7-2 Mainly in an play
raquets and
D7-3 Observation talkin
spatial
D7-5 format. awareness. with t
D7-8 1(limited) studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 5 Strategies, A A7-1 Knowledge Why is being -Warm up As a class, we Direct Shuttles Suppo
MON Game Play C A7-2 Recall spatially aware -REVIEW will go over the Instruction the
important? rules and
D A7-3 --Drop Shot Peer Badminton studen
regulations of
A7-4 STEM GAME PLAY badminton
Teacher Nets
What are some
A7-5 1-Skills Cooperative Be aw
of the rules
A7-6 2-Teamwork/ Teacher Learning Badminton of
and etiquette
 A7-7 Cooperation required while supervision Sports Courts questi
A7-10 3-Active playing Education
A7-11 Lifestyle badminton? Space Model Gymnasium Demo
C7-1 consideration TGFU rate
C7-2 Students will What is Badminton
Expectations
C7-3 be given a sportsmanship Positi
for equipment
C7-4 number from and fair play? use and clean Raquets
C7-5 1-4 in the up Move
C7-6 categories Participants nt dur
D7-1 above. Expectations game
D7-2 Mainly in an for swinging play
D7-3 Observation raquets and talkin
D7-5 format. spatial with t
D7-8 1(limited) awareness. studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 6 Review A A7-1 Knowledge How does -Warm up As a class, we Direct Shuttles Suppo
TUES Strategies, Mini C A7-2 Recall competition -Smash will go over the Instruction the
Game, Game D A7-3 enhance GAME PLAY rules and Peer Badminton studen
regulations of
Play A7-4 STEM individual badminton
Teacher Nets
A7-5 1-Skills skills? PSI Be aw
A7-6 2-Teamwork/ Teacher Cooperative Badminton of
A7-7 Cooperation supervision Learning Courts questi
A7-10 3-Active Sports
A7-11 Lifestyle Space Education Gymnasium Demo
C7-1 consideration Model rate
 C7-2 Students will Expectations TGFU Badminton
C7-3 be given a for equipment Positi
C7-4 number from use and clean Raquets
C7-5 1-4 in the up Move
C7-6 categories Participants nt dur
Expectations
D7-1 above. game
for swinging
D7-2 Mainly in an raquets and play
D7-3 Observation spatial talkin
D7-5 format. awareness. with t
D7-8 1(limited) studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 7 Review A A7-1 Knowledge What are -Warm up As a class, we Direct Shuttles Suppo
WED Strategies, C A7-2 Recall different -Strategies will go over the Instruction the
Game Play D A7-3 strategies to GAME PLAY rules and Peer Badminton studen
regulations of
A7-4 STEM practice in badminton
Teacher Nets
A7-5 1-Skills badminton? PSI Be aw
A7-6 2-Teamwork/ Teacher Cooperative Badminton of
A7-7 Cooperation supervision Learning Courts questi
A7-10 3-Active Sports
A7-11 Lifestyle Space Education Gymnasium Demo
C7-1 consideration Model rate
C7-2 Students will TGFU Badminton
C7-3 be given a Expectations Positi
C7-4 number from for equipment Raquets
use and clean
C7-5 1-4 in the Move
up
 C7-6 categories Participants nt dur
D7-1 above. Expectations game
D7-2 Mainly in an for swinging play
D7-3 Observation raquets and talkin
spatial
D7-5 format. with t
awareness.
D7-8 1(limited) studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 8 Skills A A7-1 Skills Why is it -Warm up As a class, we Direct Shuttles Suppo
THURS Observation, C A7-2 Checklist important to -Skill will go over the Instruction the
Game Play D A7-3 utilize all skills Observation rules and Peer Badminton studen
regulations of
A7-4 Knowledge learning into GAME PLAY badminton
Teacher Nets
A7-5 Recall ones game Cooperative Be aw
A7-6 technique? Teacher Learning Badminton of
A7-7 STEM supervision Sports Courts questi
A7-10 1-Skills Education
A7-11 2-Teamwork/ Space Model Gymnasium Demo
C7-1 Cooperation consideration TGFU rate
C7-2 3-Active Badminton
C7-3 Lifestyle Expectations Positi
C7-4 for equipment Raquets
use and clean
C7-5 Students will Move
up
C7-6 be given a Participants nt dur
D7-1 number from Expectations game
D7-2 1-4 in the for swinging play
D7-3 categories raquets and talkin
D7-5 above. spatial with t
D7-8 Mainly in an awareness. studen
Observation
format.
1(limited)
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation

Grade 8
Unit: Badminton
Dates: 8 Classes: March 15th-26th, April 6th- 15th
 Date Lesson Title G SLO’s Assessment Key Questions Learning Safety Instructional Equipment/ Mo
Planned L related to this Activities Strategies Resources/
to Teach O Lesson Technology
’s

Class 1 Introduction, A A8-1 Knowledge What is -Warm up As a class, we Direct Shuttles Suppo
MON Grip on racquet, C A8-2 Recall sportsmanship -Grip will go over the Instruction the
and what does it rules and
Serving D A8-3 look like?
-Dominant and Peer Badminton studen
regulations of
Techniques A8-4 STEM Non- dominant badminton
Teacher Nets
(Long and A8-5 1-Skills Where does your practice Cooperative Be aw
Short) A8-6 2-Teamwork/ raquet need to be -Service Rules Teacher Learning Badminton of
A8-7 Cooperation when serving? -Short serve Sports Courts questi
supervision
A8-10 3-Active What are the
-Long serve Education
A8-11 Lifestyle differences in GAME PLAY Space Model Gymnasium Demo
C8-1 technique when consideration TGFU rate
C8-2 Students will serving singles or Badminton
C8-3 be given a doubles? Expectations Positi
C8-4 number from for equipment Raquets
What are the use and clean
C8-5 1-4 in the boundary lines for Move
up
C8-6 categories a serve? Participants nt dur
D8-1 above. Expectations game
D8-2 Mainly in an for swinging play
D8-3 Observation raquets and talkin
D8-5 format. spatial with t
D8-8 1(limited) awareness. studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
 Observation
Class 2 Review, Clears A A8-1 Knowledge What does fair -Warm up As a class, we Direct Shuttles Suppo
TUES (overhand, and C A8-2 Recall play mean to you? -REVIEW will go over the Instruction the
Underhand) D A8-3 -Underhand rules and Peer Badminton studen
What are different regulations of
Backhand Shots A8-4 STEM shots that can be Clear badminton
Teacher Nets
A8-5 1-Skills practiced in -Overhand Cooperative Be aw
A8-6 2-Teamwork/ badminton? Clear Teacher Learning Badminton of
A8-7 Cooperation -Backhand supervision Sports Courts questi
A8-10 3-Active Shots Education
A8-11 Lifestyle GAME PLAY Space Model Gymnasium Demo
C8-1 consideration TGFU rate
C8-2 Students will Badminton
C8-3 be given a Expectations Positi
C8-4 number from for equipment Raquets
use and clean
C8-5 1-4 in the Move
up
C8-6 categories Participants nt dur
D8-1 above. Expectations game
D8-2 Mainly in an for swinging play
D8-3 Observation raquets and talkin
D8-5 format. spatial with t
D8-8 1(limited) awareness. studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 3 Review, Drop A A8-1 Knowledge How would you -Warm up As a class, we Direct Shuttles Suppo
WED Shot, Smash, C A8-2 Recall determine what -REVIEW will go over the Instruction the
makes an accurate rules and
Game Play D A8-3 shot?
-Drop Shot Peer Badminton studen
regulations of
 A8-4 STEM -Smash badminton Teacher Nets
A8-5 1-Skills What is the GAME PLAY Cooperative Be aw
difference Teacher
A8-6 2-Teamwork/ between a drop
Learning Badminton of
A8-7 Cooperation supervision Sports Courts questi
shot and a smash
A8-10 3-Active Education
Space
A8-11 Lifestyle consideration Model Gymnasium Demo
C8-1 TGFU rate
C8-2 Students will Expectations Badminton
C8-3 be given a for equipment Positi
C8-4 number from use and clean Raquets
C8-5 1-4 in the up Move
C8-6 categories Participants nt dur
D8-1 above. Expectations game
D8-2 Mainly in an for swinging play
D8-3 Observation raquets and talkin
spatial
D8-5 format. with t
awareness.
D8-8 1(limited) studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 4 Review, A A8-1 Knowledge Where should you -Warm up As a class, we Direct Shuttles Suppo
THURS Net Shots, C A8-2 Recall be on the court -REVIEW will go over the Instruction the
when performing rules and
Game Play D A8-3 a net shot?
-Net Shots Peer Badminton studen
regulations of
A8-4 STEM GAME PLAY badminton
Teacher Nets
A8-5 1-Skills Where should the Cooperative Be aw
A8-6 2-Teamwork/ shuttle land when Teacher Learning Badminton of
A8-7 Cooperation performing a net Sports Courts questi
supervision
shot?
 A8-10 3-Active Education
A8-11 Lifestyle Space Model Gymnasium Demo
C8-1 consideration TGFU rate
C8-2 Students will Badminton
Expectations
C8-3 be given a Positi
for equipment
C8-4 number from Raquets
use and clean
C8-5 1-4 in the up Move
C8-6 categories Participants nt dur
D8-1 above. Expectations game
D8-2 Mainly in an for swinging play
D8-3 Observation raquets and talkin
D8-5 format. spatial with t
D8-8 1(limited) awareness. studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 5 Strategies, A A8-1 Knowledge Why is being -Warm up As a class, we Direct Shuttles Suppo
MON Game Play C A8-2 Recall spatially aware -REVIEW will go over the Instruction the
important? rules and
D A8-3 -Strategies Peer Badminton studen
regulations of
A8-4 STEM GAME PLAY badminton
Teacher Nets
What are some
A8-5 1-Skills Cooperative Be aw
of the rules
A8-6 2-Teamwork/ Teacher Learning Badminton of
and etiquette
A8-7 Cooperation supervision Sports Courts questi
required while
A8-10 3-Active Education
playing
A8-11 Lifestyle Space Model Gymnasium Demo
badminton? consideration
C8-1 TGFU rate
C8-2 Students will Badminton
What is Expectations
 C8-3 be given a sportsmanship for equipment Positi
C8-4 number from and fair play use and clean Raquets
C8-5 1-4 in the up Move
C8-6 categories Participants nt dur
Expectations
D8-1 above. game
for swinging
D8-2 Mainly in an play
raquets and
D8-3 Observation spatial talkin
D8-5 format. awareness. with t
D8-8 1(limited) studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 6 Review A A8-1 Knowledge How does -Warm up As a class, we Direct Shuttles Suppo
TUES Strategies, Mini C A8-2 Recall competition GAME PLAY will go over the Instruction the
Game, Game D A8-3 enhance rules and Peer Badminton studen
regulations of
Play A8-4 STEM individual badminton
Teacher Nets
A8-5 1-Skills skills? PSI Be aw
A8-6 2-Teamwork/ Teacher Cooperative Badminton of
A8-7 Cooperation supervision Learning Courts questi
A8-10 3-Active Sports
A8-11 Lifestyle Space Education Gymnasium Demo
C8-1 consideration Model rate
C8-2 Students will TGFU Badminton
C8-3 be given a Expectations Positi
C8-4 number from for equipment Raquets
use and clean
C8-5 1-4 in the Move
up
C8-6 categories Participants nt dur
 D8-1 above. Expectations game
D8-2 Mainly in an for swinging play
D8-3 Observation raquets and talkin
D8-5 format. spatial with t
awareness.
D8-8 1(limited) studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 7 Review A A8-1 Knowledge What are -Warm up As a class, we Direct Shuttles Suppo
WED Strategies, C A8-2 Recall different GAME PLAY will go over the Instruction the
Game Play D A8-3 strategies to rules and Peer Badminton studen
regulations of
A8-4 STEM practice in badminton
Teacher Nets
A8-5 1-Skills badminton? PSI Be aw
A8-6 2-Teamwork/ Teacher Cooperative Badminton of
A8-7 Cooperation supervision Learning Courts questi
A8-10 3-Active Sports
A8-11 Lifestyle Space Education Gymnasium Demo
C8-1 consideration Model rate
C8-2 Students will TGFU Badminton
C8-3 be given a Expectations Positi
C8-4 number from for equipment Raquets
use and clean
C8-5 1-4 in the Move
up
C8-6 categories Participants nt dur
D8-1 above. Expectations game
D8-2 Mainly in an for swinging play
D8-3 Observation raquets and talkin
D8-5 format. spatial with t
 D8-8 1(limited) awareness. studen
4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation
Class 8 Skills A A8-1 Skills Why is it -Warm up As a class, we Direct Shuttles Suppo
THURS Observation, C A8-2 Checklist important to -Skill will go over the Instruction the
Game Play D A8-3 utilize all skills Observation rules and Peer Badminton studen
regulations of
A8-4 Knowledge learning into GAME PLAY badminton
Teacher Nets
A8-5 Recall ones game Cooperative Be aw
A8-6 technique? Teacher Learning Badminton of
A8-7 STEM supervision Sports Courts questi
A8-10 1-Skills Education
A8-11 2-Teamwork/ Space Model Gymnasium Demo
C8-1 Cooperation consideration TGFU rate
C8-2 3-Active Badminton
C8-3 Lifestyle Expectations Positi
C8-4 for equipment Raquets
use and clean
C8-5 Students will Move
up
C8-6 be given a Participants nt dur
D8-1 number from Expectations game
D8-2 1-4 in the for swinging play
D8-3 categories raquets and talkin
D8-5 above. spatial with t
D8-8 Mainly in an awareness. studen
Observation
format.
1(limited)
 4(Excellent)

Combined
Formative
and
summative
assessment
through
Observation

Assessment and Learning Outcomes

My assessment throughout the badminton unit will include a combination of formative and summative assessments. The
formative assessment will include: Observation of participation during each class. My summative assessments will include:
Participation on a daily occurrence, teamwork and cooperation, and game participation and performance Checklist. My assessment
will help ensure students are meeting the intended learning outcomes chosen for this unit as well as develop skills beyond the physical
STEM components. Therefore,
1-Skills working towards lifelong
2-Teamwork/ Cooperation learning. Assessments will
3-Active Lifestyle mainly be conducted through
the STEM model.
Students will be given a number from 1-4 in the categories above. Mainly in an Observation format.
Learning 4(Excellent
1(limited) Game Participation and
Title Observation Participation Skills Rubric
Outcomes Performance Checklist
Type (Formative/Summative) F F/S S S
Weighting: n/a 50% 25% 25%
Students will be
observed based on
the STEM model on
a range of 1-4
leading to an
overall mark on
 their report cards
of a 1-4.
A7–1 demonstrate ways to improve
and refine the functional and
expressive quality of locomotor
skills to improve personal
performance X x X
A8–1 select, combine and perform
specific locomotor skills in a variety
of activities to improve personal
performance
A7–2 demonstrate locomotor skills
by using elements of body and space
awareness, effort and relationships
to improve personal performance
A8–2 select, combine and perform x x x
locomotor skills by using elements
of body and space awareness, effort
and relationships to improve
personal performance
A7–3 demonstrate ways to improve
and refine the functional and
expressive quality of nonlocomotor
skills to improve personal
performance x x x
A8–3 select, combine and perform
specific nonlocomotor skills in a
variety of activities to improve
personal performance
A7–4 demonstrate nonlocomotor x x x x
skills by using elements of body and
space awareness, effort and
relationships, to improve personal
performance
A8–4 select, combine and perform
nonlocomotor skills by using
elements of body and space
awareness, effort and relationships,
to improve personal performance
A7–5 demonstrate ways to receive,
retain and send an object with
varying speeds and accuracy in skills
specific to an activity
A8–5 demonstrate ways to receive, X x X X
retain and send an object with
varying speeds, accuracy and
distance in skills specific to an
activity
A7–6 demonstrate manipulative
skills by using elements of space
awareness, effort and relationships,
with and without objects, to improve
performance
X X X
A8–6 select, combine and perform
manipulative skills by using
elements of space awareness, effort
and relationships, with and without
objects, to improve performance
A7–7 demonstrate activity-specific X x X X
skills in a variety of environments
and using various equipment; e.g.,
orienteering
A8–7 apply activity-specific skills in
a variety of environments and using
various equipment; e.g., cross-
country skiing, skating
A7–10 demonstrate activity-specific
basic skills in a variety of games
A8–10 select, combine and perform
activity-specific basic skills in a
variety of games
A7–11 demonstrate more
challenging strategies and tactics
that coordinate effort with others;
e.g., team/fair play, in order to
achieve a common goal activity
A8–11 be able to identify and
evaluate specific strategies and
tactics that coordinate effort with
others; e.g., team/fair play, in order
to achieve a common activity goa
C7–1 communicate thoughts and X x x
feelings in an appropriate respectful
manner as they relate to participation
in physical activity
C8–1 communicate thoughts and
feelings in an appropriate respectful
manner as they relate to participation
in physical activity
C7–2 identify positive active living
role models
C8–2 discuss positive active living
role models
C7–3 demonstrate etiquette and fair
play
C8–3 demonstrate etiquette and fair
play
C7–4 identify and then take
responsibility for various roles while
participating in physical activity;
and, identify the leadership and
followership skills used while
participating in physical education
C8–4 describe, apply and practise
leadership and followership skills
related to physical activity
C7–5 select and apply practices that
contribute to teamwork
C8–5 recommend practices that
contribute to teamwork
C7–6 identify and demonstrate
positive behaviours that show
respect for self and others
C8–6 identify and demonstrate
positive behaviours that show
respect for self and others
D7–1 participate regularly in, and X X X
identify the benefits of, an active
lifestyle
D8–1 participate regularly in, and
identify and describe the benefits of,
an active lifestyle
D7–2 identify and demonstrate
strategies that encourage
participation and continued
motivation
D8–2 develop a personal plan that
encourages participation and
continued motivation
D7–3 identify, describe and follow
the rules, routines and procedures for
safety in a variety of activities in all
dimensions
D8–3 select and apply rules, routines
and procedures for safety in a variety
of activities
D7–5 recommend safe movement
experiences that promote an active,
healthy lifestyle; e.g., protective
equipment for in-line skating, ball
hockey
D8–5 appraise or judge movement
experiences for safety that promote
an active, healthy lifestyle; e.g., safe
use of equipment
D7–8 identify local community
programs that promote physically
active lifestyles
D8–8 analyze community programs
that promote a physically active
lifestyle

Assessment Plan

Assessment Tool Brief Description Assessment FOR Learning Assessment OF Learning

Students will be observed by the teacher during class
discussion and participation, during skills, games, and
tournament play. Observation accounts not only for
Observation participation but game etiquette and sportsmanlike conduct x X
as well.
 Students are expected to participate to the best of their
abilities. The teacher will put a number from 1-4 (STEM) on
Participation the attendance book by their name of how observations may
x x
have gone regarding student participation.
At the end of each day students will be involved in more
game play situations rather than just focusing on skills. This
will be evaluated in a checklist by the teacher. The checklist
Game will include the following: Incorporation of basic skills, and
Participation and on game strategy, and then students will also be graded on
teamwork, cooperation, and game etiquette. The checklist
x
performance
Checklist will not just be a yes or no form of assessment, but each
component will have a range of 1-4 (STEM). The teacher
will continuously work on assessment throughout the
duration of the 8 day unit.
Students will participate in circuit training to cover and
practice fundamental badminton skills. Students will work
through the skill rotations throughout the different days, and
the teacher will make observations, and assess students
based of several aspects not on if they successfully complete
Skills Checklist the skill, but if there was effort in attempting a skill even if it x
may not have been successfully completed, because effort is
one of the major things to look for (STEM). The rubric will
have a range of the different skills then different levels of
competition ranging from mastered, and incorporating into
game play to not attempted, and lack in attempting the skill.
Game Participation and Performance Check List

Skill or Strategy Included in 1-4

GAMEPLAY STEM

Side to Side

Front to Back

Combination

Push to Corners

Play Shot to where player is

NOT (open spaces)

Get back to home

 Opponents Weakness

Make them RUN

Skills Checklist

Skill 1-4
STEM

Short Serve

Long Serve

Underhand Clear

Overhand Clear

Backhand Shot
Drop Shot

Smash

Net Shot