Category Archives: Grade 8

Grade 8 Ringette / Floorball Comparison Assignment

Dear girls,

You may use the following websites to help you complete this assignment:

http://en.wikipedia.org/wiki/Ringette

http://en.wikipedia.org/wiki/Floorball

(Only focus on the ‘Game Play’ Sections.)

Please fill out the following table (I have included some examples):

 

Ringette

Both

Floorball

-Played on ice

 

 

 

 

-stick sports

-5 players + a goalie

-Played on a gym floor

 

After completing this table, please select two other ‘similar’ sports and create an identical table using those two sports.  (If you are not sure the two sports you would like to use are similar enough, please ask Ms. Quinn.  Some examples are: volleyball/tennis, soccer/basketball, softball/cricket, etc.)

This assignment is due on Friday, February 17th, 2012 OR Monday, February 27th, 2012.  Ms. Quinn will let you know how to submit your assignment to her dropbox via facebook.  

The following rubric will help you with your assignment:

Achievement level Descriptor
1–2 The use of terminology is inconsistent, inappropriate or incorrect. Demonstrates a limited knowledge of principles, concepts, strategies and rules related to Ringette and Floorball. Doesn’t show enough knowledge to analyze or solve problems or is very limited with it.
3–4 Uses basic terminology that is sometimes inaccurate or inappropriate. Demonstrates a basic knowledge of principles, concepts, strategies and rules related to Ringette and Floorball. Uses this knowledge to solve problems in familiar situations.
5–6 Uses a range of terminology accurately and appropriately in some situations. Demonstrates a good knowledge of principles, concepts, strategies and rules related to Ringette and Floorball. Uses this knowledge to solve problems in and some familiar and unfamiliar situations.
7–8 Uses a wide range of physical education terminology accurately and appropriately in most situations. Demonstrates a thorough knowledge of principles, concepts, strategies and rules related to Ringette and Floorball. Uses this knowledge effectively to analyze and solve problems in various situations.

 

Advertisements

Leave a comment

Filed under Assignments, Grade 8

Grade 8 Basketball Assignment

Hi Girls,

On Friday, October 7th,  you will be given the rough copy mind map template for you to complete for Monday, October 31st.

On Monday, October 31st you will be required to complete the good copy of the mind map.  Details are below:

Use the template provided to demonstrate all of your knowledge of basketball using words and pictures.

There are 4 sub-topics that you need to address: passing, shooting, tactics, and rules.

You may also add more sub-topics if you desire, (team play, etc.).

You will be provided with art supplies but please feel free to bring in your own to add to your assignment.

This is your opportunity to show ALL you know about the skills involved in the sport and different game situations, so put forth your best efforts.

Assessment will be based on Criterion A: Use of Knowledge (maximum 8 points).

Students are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and apply it to analyze situations and solve problems.

(There’s a copy of the rubric embedded at the end of this post.  It may be easier to read.)

Achievement level Descriptor
1–2 The use of terminology is inconsistent, inappropriate or incorrect. Demonstrates a limited knowledge of principles, concepts, strategies and rules related to Basketball. Doesn’t show enough knowledge to analyze or solve problems or is very limited with it.
3–4 Uses basic terminology that is sometimes inaccurate or inappropriate. Demonstrates a basic knowledge of principles, concepts, strategies and rules related to Basketball. Uses this knowledge to solve problems in familiar situations.
5–6 Uses a range of terminology accurately and appropriately in some situations. Demonstrates a good knowledge of principles, concepts, strategies and rules related to Basketball. Uses this knowledge to solve problems in and some familiar and unfamiliar situations.
7–8 Uses a wide range of physical education terminology accurately and appropriately in most situations. Demonstrates a thorough knowledge of principles, concepts, strategies and rules related to Basketball. Uses this knowledge effectively to analyze and solve problems in various situations.

Leave a comment

Filed under Assignments, Grade 8, Upper School

Grade 8 Line Dance Unit

Dear Grade 8 Girls,

Next week we begin our line dancing unit.

This unit will last 8 week.

At the end of 8 weeks you will be prepared to perform and teach an original line dance to a song of your choice.

Here’s the plan:

8 weeks –
1 – Intro to line dancing and the Main Elements (Electric Slide, 5678)
2 – Era Line dances and how Counting helps you learn and teach dances (70’s Hustle, 90’s Electric Boogie)
3 – Country Line dancing and a Review of the Main Elements and Counting (Boot Scootin’ Boogie, Good Time)
4 – Review all dances and elements and assignment criteria / Make groups for assignment
5 – Create Dance
6 – Create Dance
7 – Rehearse Dance
8 – Perform and Teach Others

For this assignment you will be assessed using Criteria C – Movement Composition.

Here is the Rubric:

Criterion B: Movement Composition (Maximum 6 points)

Students are expected to be able to compose a line dance using aesthetic movement, through exploring movement possibilities and variations and using the principles and concepts of line dancing as inspiration.

Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1 – 2 The Line dance has some aesthetic moves that are appropriate for line dancing. The students had some difficulty in adapting and/or creating moves. The sequence shows a simple use of space, time, level, force and flow. The composition is generally incoherent with many pauses, and shows limited creativity.
3 – 4 The student selects, adapts and creates aesthetic moves that are appropriate to line dancing. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity.
5 – 6 The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to line dancing. The sequence shows a sophisticated use of space, time, level, force and flow. The composition is coherent, and shows aspects of imagination, creativity and style.

In order for your group to record your movements and progress, you will use the following graphic organiser that you will hand in at the end of each class once we start Creating Original Dances as a record of your progress.

GRADE 8 LINE DANCE

PLANNING FORM

 

STUDENTS:

 
 

GRADE:

 
 

SONG:

 

 

 

SEQUENCE PLAN:

MOVEMENTS

(Short description)

 

1.

 

2.

 

3.

 

4.

 

5.

 

6.

 

7.

 

8.

 

9.

 

10.

 

11.

 

12.

 

 


Leave a comment

Filed under Assignments, Grade 8

Grade 8 Trimester 1 Assignment Update

Hi Girls.

I’m posting the assignment description (with rubric) and rough-draft template below.  I’ve also included PDF versions in case you can’t read the images clearly or need to print them.

Below are the notes we took in class.

Remember to bring your rough-draft on Tuesday morning as well as any additional art supplies or extras you need.

Email me (alisonq@ish.edu.hel.fi) or post a comment below if you have any questions.

Thanks and see you Tuesday!

Notes from Friday:

Rules:

Hit / Spike:

Pass / Set:

Service:

PDF Versions:

Grade 8 Girls Volleyball Assignment

Grade 8 Volleyball Mindmap

Leave a comment

Filed under Assignments, Grade 8

Grade 8 Girls Volleyball Assignment

Hi Girls,

On Friday, October 29th,  you will be given the rough copy mind map template for you to complete for Tuesday, November 2nd.
On Tuesday you will be required to complete the good copy of the mind map.  Details are below:

Use the template provided to demonstrate all of your knowledge of volleyball using words and pictures.

There are 4 sub-topics that you need to address: pass / set, service, hit / spike, and rules.

You may also add more sub-topics if you desire, (communication, strategies, etc.).

You will be provided with art supplies but please feel free to bring in your own to add to your assignment.

This is your opportunity to show ALL you know about the skills involved in the sport and different game situations, so put forth your best efforts.

Assessment will be based on Criterion A: Use of Knowledge (maximum 8 points).

Students are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and apply it to analyze situations and solve problems.

Achievement level Descriptor
1–2 The use of terminology is inconsistent, inappropriate or incorrect. Demonstrates a limited knowledge of principles, concepts, strategies and rules related to Volleyball. Doesn’t show enough knowledge to analyze or solve problems or is very limited with it.
3–4 Uses basic terminology that is sometimes inaccurate or inappropriate. Demonstrates a basic knowledge of principles, concepts, strategies and rules related to Volleyball. Uses this knowledge to solve problems in familiar situations.
5–6 Uses a range of terminology accurately and appropriately in some situations. Demonstrates a good knowledge of principles, concepts, strategies and rules related to Volleyball. Uses this knowledge to solve problems in and some familiar and unfamiliar situations.
7–8 Uses a wide range of physical education terminology accurately and appropriately in most situations. Demonstrates a thorough knowledge of principles, concepts, strategies and rules related to Volleyball. Uses this knowledge effectively to analyze and solve problems in various situations.

Leave a comment

Filed under Assignments, Grade 8

Grade 8 & 9 Girls – Friendly Soccer Match Reflection

Thanks for your participation in today’s soccer match.

Please take a moment to reflect on your role and your team’s success today.

Open a document and share how you feel using words, pictures or any other media you would like.

Some guiding  sentence starters:

  • I was so excited leading up to this game because…
  • I’m really proud of my self and my performance today because…
  • I’m surprised because…
  • My team was…
  • I’m proud of our team because…
  • Next time…
  • I liked / loved / hated the game because…
  • etc.

Send your completed work to Ms. Quinn at alisonq@ish.edu.hel.fi

Leave a comment

Filed under Assignments, Grade 8, Grade 9