W.

A Day Elementary – Physical Education – March –

April 2021

BADMINTON
UNIT PLAN

Student Teacher: Zara Johnson Teacher

Associate: Craig Patton University
Consultant: Wayne Alexander
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Unit Assessment Plan

Subject: Physical Education Topic: Badminton
Grade: 1, 2, 3, 4 & 5 Length: 12 classes (4 days x 3 weeks)
Mon – Thurs
Stage 1 – Desired Results
General Learning Outcomes (GLOs):
For Grade 1 - 5
Students will be able to…
 General Outcome A – Activity - Students will acquire skills through a variety of developmentally
appropriate movement activities.
 General Outcome C – Cooperation – Students will interact positively with others.
 General Outcome D – Do it Daily…for life! – Students will assume responsibility to lead an
active way of life.
Constructs: Essential Questions:
2-3 overarching statements summarising These address more specifically how you will
learning after you have unpacked the achieve the constructs:
outcomes  How does badminton increase basic locomotor
 Developing physical skills that allow for and nonlocomotory skills?
enjoyable and successful participation in  How does manipulating objects in various
movement activities is essential to environments increase basic skills?
lifelong participation in physical activities  How does fair play and cooperation relate to
 Assuming leadership, developing individuals’ experiences?
teamwork skills, and taking responsibility  What is the importance of listening and following
for personal translates into all physical directions in physical education?
activities.
Specific Learning Outcomes (SLO):
Students will be able to…
Grade 1
 A1-1 - Students will perform locomotor skills through a variety of badminton activities.
 A1-5 – Students will demonstrate ways to receive, retain and send an object using a variety of
body parts and implements, individually and with others.
 A1-7 – Students will demonstrate the basic skills in a variety of environments (ie. badminton
skills).
 C1-1 – Students will develop and demonstrate respectful communication skills appropriate to
context.
 C1-3 – Students will identify and demonstrate etiquette and fair play.
 C1- 5 - Students will display a willingness to play cooperatively with others in large and small
groups.
 D1-2 - Students will demonstrate effort while participating in various activities.
 D1-3 – Students will show a willingness to listen to directions and simple explanations.
Grade 2
 A2-1 - Students will select and perform locomotor skills involved in a variety of badminton
activities.
 A2-5 - Students will select and perform ways to receive, retain and send an object using a
variety of body parts and implements, individually and with others.
 A2-7 - Students will select and perform basic skills in a variety of environments and using
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

various equipment (ie. badminton skills).

 C2-1 Students will identify demonstrate respectful communication skills appropriate to
context.
 C2-3 - C1-3 – Students will identify and demonstrate etiquette and fair play.
 C2-5 – Students will display a willingness to play cooperatively with others of various
abilities in large or small groups.
 D2-1 – Students will express a willingness to participate regularly in PE class.
 D2-3 - Students will demonstrate the ability to listen to directions, follow rules and routines
and stay on task while participating in physical activity.
Grade 3
 A3-1 – Students will respond to a variety of stimuli to create locomotor sequences
 A3-5 - Students will demonstrate ways to receive, retain and send an object using a variety of
body parts and implements and perform manipulative skills individually and with others while
using a variety of pathways
 A3-7 - Students will select and perform basic skills in a variety of environments and using
various equipment (ie. badminton skills)
 C3-1 - Students will describe and demonstrate respectful communication skills appropriate to
context
 C3-3 – Students will identify and demonstrate etiquette and fair play
 C3- 5 – students will display a willingness to share ideas, space and equipment when
participating cooperatively with others
 D3-1 – Students will express a willingness to participate regularly in PE class
 D3-3 - Students will demonstrate the ability to listen to directions, follow rules and routines
and stay on task while participating in physical activity
Grade 4
 A4-1 – Students will select, perform and refine simple locomotor sequences
 A4-5 – Students will select, perform and refine ways to receive, retain and send an object with
control
 A4-7 - Students will select, perform and refine basic skills in a variety of environments and
using various equipment (ie. badminton skills)
 C4-1 – Students will articulate and demonstrate respectful communication skills appropriate
to context
 C4-3 - Students will identify and demonstrate etiquette and fair play
 C4-5 – Students will participate cooperatively in group activities
 D4-1 – Students will demonstrate a willingness to participate regularly in PE class
 D4-3 – Students will follow rules, routines and procedures for safety in a variety of activities
Grade 5
 A5-1 - Students will select, perform and refine more challenging locomotor sequences
 A5-5 – Students will select, perform and refine more challenging ways to receive, retain and
send an object with control
 A5-7 - Students will select, perform and refine more challenging basic skills in a variety of
environments and using various equipment (ie. badminton skills)
 C5-1 - Students will identify and demonstrate respectful communication skills appropriate to
cooperative participation in physical activity
 C5-3 - Students will demonstrate etiquette and fair play
 C5-5 – Students will identify and demonstrate practices that contribute to teamwork
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

 D5-1 – Students will demonstrate a willingness to participate regularly in PE class

 D5-3 – Students will identify follow rules, routines and procedures for safety in a variety of
activities
Prior understandings… Where does this lead? (Future outcomes in the same
 Basic locomotor skills such as swinging, course, following grade-level classes, etc.)
hand eye coordination,  Basic skills learned in badminton such as the
 Ability to work with others development of hand-eye coordination will
 Ability to listen and follow basic translate into other sports (such as playing catch,
directions juggling, etc.)
Stage 2 – Assessment Evidence
Pre-Assessment

Formative Assessment

Summative Assessment

Other Evidence (observations, work samples, dialogues)

Unit Plan Sequence and Scope – Grade 1 - 5

Monday Tuesday Wednesday Thursday

March 22 23 24 25
Introduction to badminton Ground Strokes: Serving Putting it all together
- Basic manipulation of the bean Gr. 1 & 2: Gr. 1 & 2: - Review from Mon, Tues &
bag/birdie - Where the birdie could land - Open and closed serving Wed classes
- What is badminton? Gr. 3, 4 & 5: Gr. 3, 4 & 5 - Coaches drill – need record
- Badminton terms - Flight patterns of the birdie - Open and closed serving sheet for students who can
- Rally practice - Serving diagonally across the contact the birdie
court - Working on formative
assessment for contact from a
hit and service reception
assessments
29 30 31 April 1
Developing the structure of the Developing the structure of the Developing the structure of the Leader in Me Games/Easter
game game game Project – NO BADMINTON
- Learning different rules - Rallying - Gr. 3 – Equipment Test
- Learning the court size - Serving from the court - Gr. 4, 5 – Equipment Test &
Shots Pattern Test
5 6 7 8
Easter Break Easter Break Easter Break Easter Break

12 13 14 15
Gr. 3, 4, 5: Gr. 1 & 2: Gr. 1 & 2: Gr. 1 & 2:
Round Robin Tournament - Game like setting - Game like setting - Game like setting
Gr. 1 & 2: Gr. 3, 4 & 5: Gr. 3, 4 & 5: Gr. 3, 4 & 5:
- Transition - Badminton Game - Badminton Game - Badminton Game
Gr. 3, 4 & 5:
- Badminton Game
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Stage 2: Assessments
Grade 1 & 2 Grip & Contact
Contact Use of Game like
Title Arm from own Do it Daily
Learning from hit terms setting
Swing toss
Outcomes Type (Formative/Summative) S S S S S S
Weighting **ALL GRADED EQUAL ** ** ** ** ** **
Basic Skills - Locomotor
A1-1 - Students will perform locomotor skills through a variety of badminton
activities X X X
A2-1 - Students will select and perform locomotor skills involved in a variety of
badminton activities
Basic Skills - Manipulative
A1-5 – Students will demonstrate ways to receive, retain and send an object
using a variety of body parts and implements, individually and with others
X X X X
A2-5 - Students will select and perform ways to receive, retain and send an
object using a variety of body parts and implements, individually and with
others.
Application of Basic Skills
A1-7 – Students will demonstrate the basic skills in a variety of environments
(ie. badminton skills) X
A2-7 - Students will select and perform basic skills in a variety of environments
and using various equipment (ie. badminton skills)
Communication
C1-1 – Students will develop and demonstrate respectful communication skills
appropriate to context X X
C2-1 - Students will identify demonstrate respectful communication skills
appropriate to context
Fair Play
X
C1-3 & C2-3 – Students will identify and demonstrate etiquette and fair play
Teamwork
C1- 5 - Students will display a willingness to play cooperatively with others in
large and small groups X
C2- 5 – Students will display a willingness to play cooperatively with others of
various abilities in large or small groups
Effort
D1-1 – Students will show a willingness to participate regularly in short periods X
of activity with frequent rest intervals
D2-1 – Students will express a willingness to participate regularly in PE class
Safety
D1-3 – Students will show a willingness to listen to directions and simple X
explanations
D2-3 - Students will demonstrate the ability to listen to directions, follow rules
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

and routines and stay on task while participating in physical activity

 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Grade 1 & 2 Triangulation Cognitive

Assessment (Conversation/ Engagement
Brief Description (Taxonomy)
Assessment Observation/
Tool Product)

Can the student hold the badminton

Grip & Arm racket correctly? Can they
Summative Observation/Product
Swing demonstrate the correct arm swing
motion?

Can the student come in contact with

Contact from
the birdie when they toss it up in the Summative Observation/Product
Own Toss
air by themselves? (YES/NO)

Can the student make contact with the

birdie when someone passes it to
them?
Contact from
Summative Observation/Product
a hit
Coaches drill – one formative (on
Thurs. March 25) and one summative
later on in the unit

Can the student identify basic

Use of
badminton terms such as…
Badminton Summative Conversation
Terms
Verbal assessment ?

Can the student engage in a basic

Game like
game like setting and follow basic Summative Observation/Product
Setting
rules of the game?

At the end of each lesson students will

Do it Daily be assessed on their effort and safety
Assessment in physical education class (see rubric Summative Observation
Rubric attached out lining how they will be
assessed)
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Stage 2: Assessments
Grade 3, 4 & 5 Grip & Service
Use of Game like
Title Arm Serve Test Receptio Do it Daily
terms setting
Learning Outcomes Swing n
Type (Formative/Summative) S S S S S S
Weighting **ALL GRADED EQUAL ** ** ** ** ** **
Basic Skills – Locomotor
A3-1 – Students will respond to a variety of stimuli to create locomotor
sequences
X X
A4-1 – Students will select, perform and refine simple locomotor sequences
A5-1 - Students will select, perform and refine more challenging locomotor
sequences
Basic Skills – Manipulative
A3-5 - Students will demonstrate ways to receive, retain and send an object
using a variety of body parts and implements and perform manipulative skills
individually and with others while using a variety of pathways
X X X X
A4-5 – Students will select, perform and refine ways to receive, retain and
send an object with control
A5-5 – Students will select, perform and refine more challenging ways to
receive, retain and send an object with control
Application of Basic Skills
A3-7 & A4-7 - Students will select and perform basic skills in a variety of
environments and using various equipment (ie. badminton skills) X
A5-7 - Students will select, perform and refine more challenging basic skills in
a variety of environments and using various equipment (ie. badminton skills)
Communication
C3-1 & C4-1 - Students will describe and demonstrate respectful
communication skills appropriate to context X X
C5-1 - Students will identify and demonstrate respectful communication skills
appropriate to cooperative participation in physical activity
Fair Play
C3-3, C4-3, C5-3 – Students will identify and demonstrate etiquette and fair X
play
Teamwork
C3- 5 – students will display a willingness to share ideas, space and equipment
when participating cooperatively with others
X
C4-5 – Students will participate cooperatively in group activities
C5-5 – Students will identify and demonstrate practices that contribute to
teamwork
Effort
D3-1, D4-1, D5-1 – Students will express a willingness to participate regularly X
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

in PE class
Safety
D3-3 - Students will demonstrate the ability to listen to directions, follow rules X
and routines and stay on task while participating in physical activity
D4-3 – Students will follow rules, routines and procedures for safety in a
variety of activities
D5-3 – Students will identify and follow rules, routines and procedures for
safety in a variety of activities
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Triangulation Cognitive
Grade 3, 4 & 5 Assessment (Conversation/ Engagement
Brief Description
Observation/ (Taxonomy)
Assessment Tool
Product)

Can the student hold the badminton racket

Grip & Arm Swing correctly? Can they demonstrate the Summative Observation/Product
correct arm swing motion?

Can the students demonstrate a open and

closed serve?
Serve Test Summative Observation/Product
Formal serve testing day – record scores
on attendance sheets
Can the student make contact with the
birdie when someone serves or passes it to
them?

Coaches drill – one formative (on Thurs.

Service Reception March 25) and one summative later on in Summative Observation/Product
the unit

Gr. 3, 4, 5s – Make a return criteria: 5/5 =

E - 4/5 = P 3/5 = B 2 or 1 = NY level

Can the student identify basic badminton

terms such as…

For these grades this assessment will be

done in test format (see attached)
Use of Badminton
The grade 3s will receive the first page of Summative Product
Terms
the test and the grade 4s and 5s will
receive both pages

They will be required to identify

components on the racket, birdie and
identify different shots used in badminton
Can the student engage in a basic game
like setting and follow basic rules of the
Game like Setting game? Summative Observation/Product

Can they serve to the diagonal opponent?

At the end of each lesson students will be

assessed on their effort and safety in
Do it Daily
physical education class (see rubric Summative Observation
Assessment Rubric
attached out lining how they will be
assessed)
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Grade 3, 4 & 5
Badminton Terms & Shots Test:
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

*Adapted from the W.A Day PE Mastery Scale*

Assessment Rubric for Do It Daily Evaluation on Effort and Safety– for Grades 1 – 5

Level
E- Excellent P - Proficient B - Basic NY - Not Yet
Criteria

Effort The student consistently The student frequently The student occasionally The student rarely, if
D1-1 – Students will show demonstrates a superior demonstrates a competent demonstrates a basic level ever, demonstrates a basic
a willingness to participate level of effort. level of effort. of effort. level of effort.
regularly in short periods of
activity with frequent rest
intervals.
D2-1 – Students will
express a willingness to
participate regularly in PE
class.
Safety The student consistently The student is frequently The student occasionally The student rarely works
D1-3 – Students will show exercises self-control in a in control of their exhibits negative with others or removes
a willingness to listen to safe and caring way. behaviours. behaviours toward themselves from small
directions and simple teacher, self or classmates. groups.
explanations.
D2-3 - Students will
demonstrate the ability to
listen to directions, follow
rules and routines and stay
on task while participating
in physical activity.
 Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

*Adapted from the W.A Day PE Mastery Scale*

Assessment Rubric for Cooperation Evaluation on Fair Play & Teamwork – for Grades 1 – 5

Level
E- Excellent P - Proficient B - Basic NY - Not Yet
Criteria

The student consistently The student frequently The student occasionally The student rarely, if
Fair Play demonstrates a superior demonstrates a competent demonstrates a basic level ever, demonstrates a basic
C1-3, C2-3, C3-3, C4-3, level of fair play. level of fair play. of fair play. level of fair play.
C5-3 – Students will
identify and demonstrate
etiquette and fair play

Teamwork The student consistently The student frequently The student occasionally The student rarely, if
C1 – 5, C2- 5 – Students demonstrates a superior demonstrates a competent demonstrates a basic level ever, demonstrates a basic
will display a willingness to level of teamwork. level of teamwork. of teamwork. level of teamwork.
play cooperatively with
others of various abilities in The student participates The student participates The student participates The student participates
large or small groups. 100% of the time. the majority of the time. most of the time. on a limited basis.

C3- 5 – students will

display a willingness to
share ideas, space and
equipment when
participating cooperatively
with others.
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)
Based on Understanding by Design, Wiggins and McTighe (2006) Adapted by Keith Griffioen (2021)

Please see lesson plans attached separately by week