Epe 310 grade5 mini lessons
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Epe 310 grade5 mini lessons Epe 310 grade5 mini lessons Document Transcript

  • 2012 Grade 5 Mini Lessons Physical Education This unit will outline mini lesson plans using TGFU (Teaching Games for Understanding) for the Saskatchewan Physical Education Curriculum; with a focus on the three aims and goals; active living, skillful movement and relationships. Harmony George (200285184) EPE 310 (020) Curriculum Understanding Project 3/8/2012
  • 2 TABLE OF CONTENTSPage Title Page NumberOverview 3Skillful Movement 4Complex Manipulative Skills(Catching/Throwing)3 HoursMini Lessons 1-5Active Living 11Health-Related Fitness & Muscular Fitness3 HoursMini Lessons 6-10Relationships 18Safety and First Aid &Social Skills& Rules3 HoursMini Lessons 11-15
  • 3 OVERVIEWThis package of fifteen mini lessons outlines some ideas that can be implemented into a physicaleducation class to focus on the three aims and goals of physical education; active living, skillfulmovement, and relationships.All fifteen mini lessons add to a total of nine hours of physical activities that contribute to theopportunities students are given to develop positive attitudes toward active living, to gain selfconfidence as skillful movers and to promote personal, social, cultural and environmental growthand appreciation.This package provides the intended learning outcomes that Grade 5 students are expected toachieve in physical education by the end of the year.This package provides time commitment for the following outcomes for Grade 5 indicated in theSaskatchewan Curriculum for Physical Education 2010; health-related fitness, muscular fitness,complex manipulative skills, rules, safety and first-aid, and social skills.
  • 4 LESSON PLAN 1Content (Topic)Catching is the main focus, with a sub focus of spatial awareness and underhand throwing. At theend of the lesson the students will have learned to move their arms in front of the body (elbowsflexed) in preparation for catching the ball or beanbag, and to extend their arms to catch the ballor beanbag using cues. CUES: hands ready and extend.Outcomes: Indicators:5.5 Complex Manipulative Skills a) Use performance words to demonstrateRefine manipulative (sending, receiving, and understanding of the performance cuesaccompanying objects) skills used in used in refined manipulative skillsincreasingly complex movement activities such performance.as lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handledimplements (short handled racquets andpaddles)Adaptive Dimension:May use different size balls, lighter or heavy balls.May have to build up towards the four stations. Day onefocuses on two stations, next day add thethird station, and the next day add the last station.Preparation (Equipment/Materials/Set-Up):Various types of large, lightweight balls (plastic, beach balls, Nerf)Tennis balls, whiffle, yarn, small Nerf balls for stationsNet, 6‟ X 8‟Small incline surface with sides (slide from backyard jungle gyms; large box with sides, endsremoved)
  • 5Description:Scattered around the room are different types and sizes of balls. Some are large, small, but all arelightweight so they will not hurt if they hit students when they are trying to catch.Tell students to spread out in general space and begin to toss the ball to their self and catch it. I. If several students warming up are having trouble tossing the ball upward, review the toss. Cue: Hold the ball slightly in front of you with both hands. Toss the ball by lifting your arms upward, stopping the lifting when your arms are at shoulder height. Practice again, tossing the ball only slightly above the head. If the toss is looking much better, you can now focus on catching. Ask the students to see if they can catch the ball with their hands only. Remind them that sometimes it helps to let the ball bounce once before catching. (Teacher should model this.) Cue: Remember; bend your arms as you are getting ready for the catch. Think, “Hands Ready.” II. Ask the students to stand 6 to 8 feet from the wall. Remind students of their bubbles of self space and their neighbours. Toss the ball to the wall and catch it after it bounces one time.Station1: (Suspend a net approx. 6 feet above the floor, with the back corner higher than the frontedge so the ball will fol of. Use 8 ½” plastic balls.) Toss the ball above the net. It will slowly rolldown the net and drop off. Catch it before it bounces.Station 2: (Use tennis balls, whiffle balls, yarn balls, and Nerf balls.) Select ball. Toss and catchit five times: you may let it bounce if you wish. After five catches, try another type of ball.Continue until you have used all the different types.Station 3: (Use slide with raised edges, back against wall, slight incline; playground or plasticball.) Toss the ball up the slide. It will come back toward you quickly. Catch it first after onebounce, then before.Station 4: Partner toss. Face your partner. First catch, after a bounce and then without a bounce.When you are successful, you may take one step back.Stations for Practice: Four stations are set up for practice of the skill-catching. Students willspend approx. 5 min at each station. If the class is split into four groups, one per station, this willmake transitions easier.Before the end of class:Ask students:Our lesson today focusing on what skill?Do we catch with hands only or against our chest?Show me the correct arm position for catching: correct, arms, extend with elbows slightly bent.Assessment/Reflection:Use a checklist to identify if the students get their arms/hands in ready position in preparation forthe catch, and if they extend their arms when they catch or do they still trap the ball against theirchest.
  • 6 LESSON PLAN 2Content (Topic)This lesson is called catch the garbage. The purpose of this activity is to teach the correct form ofshooting a basketball.Outcomes: Indicators:5.5 Complex Manipulative Skills e) Throw quickly at a target immediately afterRefine manipulative (sending, receiving, and catching a ball/objectaccompanying objects) skills used inincreasingly complex movement activities suchas lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handledimplements (short handled racquets andpaddles)Adaptive Dimension:This activity can be adapted by placing the cones closer or farther away from the ends.Preparation (Equipment/Materials/ Set-Up):30 small cones, 4 small crates, 4 medium boxes, 4 large boxes, poster board/whiteboard, marker20 foam balls, 20 bean bags, 20 bean bag balls, 20 wiffle balls.Description:Group on ends of gym= Garbage Collectors.Group in the middle= Hot Shotz.Crates and Boxes are lining the front of the stage depicting basketball hoops buckets.Bean bags, bean bag balls, foam balls and wiffle balls are scattered throughout the room.8 feet from both ends of the gym are cones dividing the Hot Shotz from the garbage collectorsHOT SHOTZ1. Hot Shotz are on the floor and must shoot the ball (using correct form) at one of the "buckets"while staying behind the cones.2. After shooting, they must go to the designated squares at the back of the room to do 3 jumpingjacks before they may come back and shoot again.3. When the equipment is gone and the music is turned off the students must sit criss-cross.GARBAGE COLLECTORS1. Garbage Collectors stand behind the cone line and gather all of the equipment that does notmake it into the "bucket" and put it in a designated collection basket. They may not pass the coneline.2. When the music stops, designate 1-2 Garbage collectors to collect any balls/beanbags from thefloor that did not make it into a "bucket".AT THE END OF EACH ROUND WE COLLECT THE BALLS FROM THE "BUCKETS"AND WRITE THE TOTAL SHOTS MADE ON A POSTER. (40 MINUTE CLASS= 3ROUNDS EACH)
  • 7Assessment/Reflection:Have a rubric of the components of the proper technique of a toss. As the student accomplisheseach component place them in the rubric.
  • 8 LESSON PLAN 3Content (Topic)The purpose is for improving students throwing and catching skills.Outcomes: Indicators:5.5 Complex Manipulative Skills a) Use performance words to demonstrateRefine manipulative (sending, receiving, and understanding of the performance cuesaccompanying objects) skills used in in refined manipulative skillsincreasingly complex movement activities such performanceas lead-up games, including: b) Incorporate “talk aloud” self learningThrowing methods to strengthen the ability toCatching (collecting, gathering) skilfully move objects.KickingHand dribblingFoot dribblingStriking with hands and short handledimplements (short handled racquets andpaddles)Adaptive Dimension:NOTE: be sure students have had many opportunities in safely moving around general space andchasing, fleeing, and dodging in a large group. Stress the safety aspect at the beginning of thelesson!Preparation (Equipment/Materials/ Set-Up):WiffleballsBean bagsNerf ballsBalzac ballsJunior footballsOther age-appropriate objects for throwing and catching.Also, a cassette and/or CD player.Description:After introducing/reviewing the cue for throwing and catching to be focused on during thislesson (for ex. throwing: "follow through to your partner"; "twist your body"; catching: "givewith your body"; "pull the ball in to your body"), students are arranged in a scattered formationwith one ball for every two children (allow them to choose object to throw).As a musical selection is played, the children proceed to throw and catch back and forth. Whenthe music goes off,the person that is holding the ball must chase after the other until the musiccomes on again. (Game of tag: When you‟re caught you and the one that caught you must dojumping jacks/push ups, etc. Until music starts again) When the music starts again, studentsbegin to throw and catch again (you might allow--or require--students to quickly change theobject they are using at this point).Assessment/Reflection:Observe students during the activity to see if they are using the cues introduced when throwingand catching; give feedback based upon their use of these cues.
  • 9 LESSON PLAN 4Content (Topic)Card shark passing with an emphasis on catching.Outcomes: Indicators:5.5 Complex Manipulative Skills e) Throw quickly at a target immediately afterRefine manipulative (sending, receiving, and catching a ball or object.accompanying objects) skills used in h) Throw a ball or object demonstrating bothincreasingly complex movement activities such accuracy and distance.as lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handledimplements (short handled racquets andpaddles)Adaptive Dimension:Ball sizes can be altered as well as which passes used in this lesson.Preparation (Equipment/Materials/ Set-Up):Deck of cardsBasketballs or playground balls (one per pair)Description:Divide students into pairs. Gather students in front of you and explain that they will be workingon catching after a pass.Explain to students that they will be using a deck of cards in a game thatinvolves this. The two passes being used in this lesson is chest pass and bounce passes. A blackcard represents a bounce pass while the red cards represent chest passes.The teacher lays the deck of cards in the centre circle face down. One student from eachpartnership visits the deck to draw a card. The student then returns to his/her partner, where thepartner is holding the ball. The team then performs the type and number of passes which theircard indicates. For example: 10 of Spades = 10 bounce passes King of Hearts = 13 chest passes Ace of Clubs = 1 bounce passAs soon as the task is completed, one member of the partnership places the card in their pocket(or places on the ground in a safe place), runs (or another type of locomotor movement asindicated by the teacher) and draws another card, and play continues.When the deck is completely drawn, students count the number of cards each has in their pocket.Shuffle all the cards and begin again, if desired.Assessment/Reflection:Concentrate on how the students are catching the passes with their partner. Are they using theproper techniques for catching? Check yes or needs improvement beside each student‟s name.
  • 10 LESSON PLAN 5Content (Topic)Ocean Rescue provides students practice trials for throwing and catching.Outcomes: Indicators:5.5 Complex Manipulative Skills e) Throw quickly at a target immediately afterRefine manipulative (sending, receiving, and catching.accompanying objects) skills used in c) Throw and catch a ball/object while beingincreasingly complex movement activities such guarded by opponents.as lead-up games, including: b) Incorporate “talk aloud” self learningThrowing methods to strengthen the ability to skilfullyCatching (collecting, gathering) move objects.Kicking h) Throw/strike a ball or object demonstratingHand dribbling both accuracy and distance.Foot dribblingStriking with hands and short handledimplements (short handled racquets andpaddles)Adaptive Dimension:To modify the activity for inclusion of students with disabilities, the throwing line distance canbe modified or the utilization of a bounce rule can be implemented.Preparation (Equipment/Materials/Set-Up):Students should be provided appropriate self space markers such as poly spots or hula hoops.Fleece balls, nerf balls and cones are also needed to mark the throwing lines.Description:The class is divided into two groups. One group is selected to be the "sailors" and are instructedto spread out within the playing area. The "sailors" are then to find a hoop or poly spot in whichto stand and assume the catching position (hands up at chest level fingers pointing up). The otherhalf of the class arethe "rescuers" and are distributed equally along the throwing line.The teacher then provides an introductory story about sailors who are floating out on the sea andare in need of rescue. The poly spot/hoop is designated as the "flotation device" for the "sailors"and a fleece / Nerf ball is designated as a "life ring" that the "rescuers" are to throw to the"sailors" from a rescue ship (line on the gym floor).On a signal from the teacher, the "rescuers" begin throwing their "life rings" (fleece or nerf balls)using an overhand throw to attempt to rescue the "sailors." "Sailors" must catch the "life rings"while standing in a hula hoop or on a poly spot. When a "sailor" catches a ball the "rescuer"simulates pulling the "sailor" to the ship. The sailors then join the rescuers by throwing to theremaining sailors. If the throw is not caught the "rescuers" must retrieve and continue throwingfrom behind the throwing line. Play continues until all "sailors" are rescued or use a time limit.Students then switch roles from "sailor" to "rescuer" and the activity can be repeated.Assessment/Reflection:The teacher can utilize a checklist containing key teaching cues for appropriate skill performanceof the overhand throw and for catching skills. During the activity they can observe students forproficiency in throwing and catching techniques.
  • 11 LESSON PLAN 6Content (Topic)This lesson is to help students build muscular strength and endurance.Outcomes: Indicators:5.2 Muscular Fitness a)Identify the health related benefit whileApply, with guidance, beneficial and safe participating in teacher selected exercises andstrategies to improve flexibility and muscular activities that enhance flexibility or muscularendurance through participation in a variety of endurancemovement activities. d) Analyze the flexibility and muscular endurance benefits of participation in various movement activities. e) Explain the benefits of an improved level of health related fitness, specifically muscular endurance and flexibility, on a personal ability to improve performance of motor skills.Adaptive Dimension:Can have students do the Macarena in a sit up position, standing up, etc.Preparation (Equipment/Materials/ Set-Up):Mats and Music for the MacarenaDescription:The students reach forward with their right hand while supporting themselves with their left arm.After returning their right hand to the floor they raise their left hand while supporting themselveswith their right arm. The following commands are then given: (After practicing add the musicand have a great time and a great workout!)Right hand forward and turn palm up-return, left hand forward and turn palm up, return.Right hand to left shoulder-return, left hand to right shoulder-return.Right hand to right ear-return, left hand to left ear-return.Right hand to left waist-return, left hand to right waist-return.Right hand to right hip-return, left hand to left hip-return.1/4 turn to your right and repeat the steps facing the next wall.Add the music and watch the students really enjoy their workout!Assessment/Reflection:Have students fill out a sheet with either a smiley face for I completed the tasks without anychallenge, a so-so face for I could do the task but it was challenging, and a frown for I could notcomplete the task. Also as the students are completing the tasks have the teacher can also fill outthe sheets for the students to compare results.
  • 12 LESSON PLAN 7Content (Topic)Corner Tag can be used to help students in health related fitness in determining anddemonstrating finding their pulse before, during and after exercise.Outcomes: Indicators:5.1 Health-Related Fitness g) Demonstrate and practise ways to find pulseCreate and implement, with guidance, as a and to determine heart rate before, during andclass, a health related fitness plan targeting the after exercise.health-related fitness component ofcardiovascular endurance that includes settinga personal goal for improvement, applies theF.I.T.T. principle (Frequency, Intensity, Typeof activity, and Time), and incorporates dailymoderate to vigorous movement activity.Adaptive Dimension:If students have difficulty finding their pulse,have students find a partner to help them.Preparation (Equipment/Materials/ Set-Up):Eight hula hoops, four foam balls, pinnies for four different teams, cones.Development:Set up cones so that the playing area is divided into four different areas. Divide students intofour different groups. Give each team a foam ball to place in a hula hoop in one of the fourcorners of the gym. Each team also has a hula hoop placed nearby on the sidelines as a place fortagged players.On the "go" signal students try to steal the other three teams balls and bring them back to theirown hula hoop. When a student is in another teams territory (quarter of the playing area), theycan be tagged by any member of that team and sent to that teams side hula hoop for taggedplayers. Students are safe inside the hula hoop. Students can get free again by having anothermember of their own team go to the hula hoop and, taking their hand, move back to theirterritory. They must go back to their territory first before returning to the game. Challenge teamsto get all four balls in their hula hoop.Before the activity have students record their pulse on a sheet, then during the activity have allstudents record their pulse again, and then again when the activity is done have them record theirpulse once again.Assessment/Reflection:Take students pulse record sheets and see if their pulse rates had increase into their target heartrate zone during the activity. Assessment is based on their records of accuracy and completion.
  • 13 LESSON PLAN 8Content (Topic)This mini lesson is to help students improve their cardio-respiratory fitness through continuousactivity.Outcomes: Indicators:5.1 Health-Related Fitness a) Explain a variety of factors that affectCreate and implement, with guidance, as a personal fitness development.class, a health related fitness plan targeting the b) Sustain participation in moderate tohealth-related fitness component of vigorous movement activities thatcardiovascular endurance that includes setting increase heart rate and respiration rate,a personal goal for improvement, applies the towards nine consecutive minutes on aF.I.T.T. principle (Frequency, Intensity, Type consistent basis.of activity, and Time), and incorporates daily d) Engage willingly in a variety ofmoderate to vigorous movement activity. movement activities at a moderate to vigorous level of effort.Adaptive Dimension:You may need to set a limit as to how long a student can be on a spot. Taggers are not allowed to"guard" a base, waiting for a student to move off. Remind students of safety when moving,especially toward the end line. If your school has heart rate monitors, use them to show studentshow much their heart rate has increased due to the activity.Preparation (Equipment/Materials/ Set-Up):200 plastic straws (or hair elastics could work here as well)3-4 medium gator-skin balls4-8 poly spotshoops, or bases, a tub to hold the straws or hair elastics.Description:Before class, spread the bases out over the playing area. At the beginning of class, explain tostudents know they will be playing hard today, and not only will this playing be fun, but it willalso help their heart! The object is to see if they can keep moving -- either walking or running.Explain the game as follows:Choose three or four students to start the game as "it". They hold the balls and spread out ingeneral space. All other students start at one end of the gym or playing area. At the signal,students run/jog to the opposite end of the area to get a straw (trying not to get tagged), andthen walk or jog back to the end line to begin again. Students continue to get straws throughoutthe game. Students may stop on a base to keep from getting tagged; only one player may be on abase at a time. If a student is tagged by one of the "its", that student gives one of their straws tothe "it", and "it" gives the tagging implement to the student tagged. The old "it" then walks orjogs to the end line to begin playing the game.When the game is over have students check their pulse to see what their heart rate is. Discusshow continuous activity such as they just played -- even if it has a "break" once in a while -- iswhat their heart needs in order to be healthy.Assessment/Reflection:If your school has digi-walkers (pedometers), these can be used to help assess how muchstudents have been moving.
  • 14 LESSON PLAN 9Content (Topic)This mini lesson is to help students evaluate their heart rate and practice fitness skills.Outcomes: Indicators:5.1 Health-Related Fitness k) Record and reflect own fitness results afterCreate and implement, with guidance, as a participation in simple health related fitnessclass, a health related fitness plan targeting the appraisals.health-related fitness component ofcardiovascular endurance that includes settinga personal goal for improvement, applies theF.I.T.T. principle (Frequency, Intensity, Typeof activity, and Time), and incorporates dailymoderate to vigorous movement activity.5.2 Muscular Fitness c) Determine, demonstrate and express theApply, with guidance, beneficial and safe purpose and qualities of effective and safestrategies to improve flexibility and muscular flexibility and muscular endurance exercises.endurance through participation in a variety ofmovement activities.Adaptive Dimension:The mission can be adapted for individuals. (i.e., only five push ups instead of ten)Preparation (Equipment/Materials/ Set-Up):Cones, art materials to make exercise cards, gymnastic mats (optional), Mission ImpossibleMovie Theme SongDescription:This activity allows students to work together to complete a list of exercises simultaneously.Divide class into six groups. Have each group set up at one of the designated cone (marked 1-6).Each cone will have a Mission Card beside it.Example of a Mission CardMission #1: Complete The Following... Gallop One Lap 30 Shoulder Touches 10 Rockers (need mat for this one) 10 Curl Ups Grapevine One Lap 10 High Jumps 15 Step Ups (on stable bench or stairs) V-sit stretch Left-Right-Middle (Hold for 10 sec. at each) Your Mission Is Complete!Students can start when they hear the music. You may want to give them a minute to figure outhow they are going to do all the tasks together before starting the music. For the Mission to becompleted each person in the group must do the activities simultaneously.On the first day of teaching this you may want to review how someone who is a fast runner couldchange their speed to accommodate the whole group, give ideas of having a counter for each
  • 15activity, a motivator, etc.Be creative with your cards. You can use motor skills such as throwing, kicking, or catchingand/or incorporate dance/gymnastics activities.Assessment/Reflection:After the warm-up do a self evaluation on how well they thought they did. Have students ratethemselves on how well they worked with their group members, did they help anyone else, andwhat their effort level was.
  • 16 LESSON PLAN 10Content (Topic)This mini lesson is to increase student‟s cardiovascular fitness and muscular strength.Outcomes: Indicators:5.1 Health-Related Fitness h) Describe how heart rate is used to monitorCreate and implement, with guidance, as a exercise intensity and its connection toclass, a health related fitness plan targeting the cardiovascular fitness.health-related fitness component of i) Monitor personal level of activity by using acardiovascular endurance that includes setting pedometer to count the number of steps takena personal goal for improvement, applies the or the distance traveled and make connectionsF.I.T.T. principle (Frequency, Intensity, Type to benefits for cardiovascular endurance.of activity, and Time), and incorporates dailymoderate to vigorous movement activity.5.2 Muscular Fitness a) Identify the health related fitness benefitApply, with guidance, beneficial and safe while participating in teacher selectedstrategies to improve flexibility and muscular exercises and activities that enhance flexibilityendurance through participation in a variety of or muscular endurance.movement activities.Adaptive Dimension:Students with reading or color identifying difficulties can pair up with a partner and use a buddysystem. Have everyone go with a partner and do the activity together.For wheelchair boundstudents their partner can push them a 1/2 lap rather walk/jog a lap, etc.Preparation (Equipment/Materials/ Set-Up):Deck of "UNO" cards, coloured signs (l each color in UNO deck), paper card with an exerciselisted; ex: red=push ups, yellow=mountain climbers; blue=curl ups, green=bell jumps (or lateraljumps), wild card draw pile with cards with activities listed on them, and pedometers.Description:Each student is dealt a UNO card. They are to perform an activity by the following criteria: Skip Card -- skip one lap around the gym Reverse Card -- jog/walk 1 lap backward around gym Draw 2 Card -- draw 2 cards from regular UNO cards and perform the activity which corresponds to the card color using the number of repetitions indicated by the number on the card Wild Draw 4 Card -- draw 4 cards from the UNO deck and do all 4 activities Wild Card -- draw from the wild draw pile (made up separate and placed in center away from other action) and do the activity listed. Number Cards -- the student does the number of repetitions indicated at the activity station corresponding to the color. Example: A student draws a card that is 5 red. Go to the red sign with the exercise listed and do 5 push ups or whatever that sign has listed.After completing an activity the student gives the card back to the teacher and the student is dealtanother card. Continue this for a set amount of time or each student must complete a certainnumber of cards.
  • 17Have students record the number shown on their pedometers at the end of the lesson.Assessment/Reflection:Record signs of students being in their target rate zone. Are their faces red, are they perpetrating,are they short of breath, etc?Did the students keep their heart rate in the healthy heart or aerobic zone the entire time?Did the students monitor personal activity by using a pedometer?
  • 18 LESSON PLAN 11Content (Topic)This lesson is a scavenger hunt, and it designed for students to focus on their social skills.Outcomes: Indicators:5.10 Social Skills b) Self assess level of social skills on a regularExamine and critically assess personal basis through methods such as responding topositioning within the five levels of a social prompts in a physical education learning log.skills continuum for participation in movement c) Acknowledge when own behaviour isactivities (i.e., irresponsible behaviour, self- irresponsible and/or lacking in self control.control, involvement). d)Propose and engage in options for growth in areas that will support own achievement of higher levels of social behaviour.Adaptive Dimension:The compass will not be accurate if used next to metal objects such as watches, belt buckles, andmetal poles.Make sure students pick a reference point on the wall when walking, rather than always watchingtheir compass.Have everyone practice facing different directions/bearings before travelling.The balloon idea is optional.Use a penny or a small marker that is more difficult to see instead of the polyspots.Preparation (Equipment/Materials/ Set-Up):Compasses (one for every student), one demonstration compass (either large one or overhead),balloons, poly spots, and direction cards.Description:Begin class by telling the students that orienteering is a race to find different controlmarkers hidden in back country using only a map and compass. The first thing they need to learnbefore orienteering is how to use a compass.Demonstrate use of a compass with a large demonstration compass or an overhead projector. Thestudents should be able to identify the following compass parts; Compass base is the rectangular bottom part of the compass. Compass needle or magnetic needle is the red and white arrow that moves. The red part of the needle always points north. Compass housing or dial is the turnable dial on the compass. The numbers on the dial refer to degrees of azimuth, or also called a bearing. Direction of travel arrow or sighting line is the arrow on the compass base. This is the what you point where you want to go.To use the compass, hold the compass level so the magnetic needle turns freely. Rotate thecompass dial to a desired bearing (so the sighting line falls directly on a bearing such as 90degrees which is east). Hold the compass so that the back of the compass (part of the compassbase opposite the direction of travel arrow) is at your belly button. Keeping the back of thecompass at your belly button, turn in a circle until the red end of the magnetic needle lines upwith zero degrees (north) on the compass dial. The direction of travel arrow now points to thebearing set on your compass. For more information on using a compass, go to www.learn-
  • 19orienteering.org/.Walk the students through the cues and repeat the steps to face different directions and bearings.Practice travelling at specific bearings by setting the compass to a bearing, picking a spot on thegym wall that the directional arrow points to, and walking towards that spot.After the students have grasped the reading of a compass then you can start them on a ScavengerHunt. If they need more time learning how to read the compass then you may want to come backthe next day to do the Scavenger Hunt.Orienteering Scavenger HuntSet up the scavenger hunt by spreading poly spots on the floor of the activity area. Write thefollowing directions on different scraps of paper so that each course is on a different piece ofpaper:Course 1120°-10 Steps240°-10 Steps0°-10 StepsCourse 2300°-8 Steps60°-8 Steps180°-8 StepsCourse 390°-12 Steps180°-12 Steps270°-12 Steps0°-12 StepsCourse 490°-6 Steps180°-8 Steps330°-10 StepsCourse 5130°-3 Steps220°-4 Steps310°-6 Steps100°-5 StepsCourse 6110°-6 Steps200°-8 Steps290°-12 Steps80°-10 StepsFold the paper and put one of these in each balloon. Blow up the balloons and spread themaround outside of general space. Putting the course directions in the balloon is optional.Begin the activity by having students spilt up into pairs. Stress the fact that they never travelalone! They may be in a team of three if you have an odd number of students in class. Onepartner goes to a poly spot on the floor and the other partner gets a balloon and meets theirpartner at the spot. They pop the balloon and get the directions out of it. Make sure they pick theballoon up after they pop it. Each student uses their own compass, but they travel as a teamaccording to the directions. The directions on the sheet of paper will lead them back to where
  • 20they began--the poly spot.Assessment/Reflection:Have the students write in their physical education learning logs answering the prompts, “Whatdid I do today to help another student in this scavenger hunt? I should cooperation today by...”
  • 21 LESSON PLAN 12Content (Topic)This mini lesson will develop student‟s knowledge about first aid safety and have student‟spractice using the contents in the first aid kit.Outcomes: Indicators:5.9 Safety and First-Aid a) Assess classmates‟ representation of first aidMake decisions about how to prevent and care kits to ensure that appropriate supplies havefor common movement activity-related been identified.discomforts and injuries (e.g., stiffness, nose d) Propose and discuss logical and practicalbleeds, and sprains). suggestions for enhancing safety in given situations. e) Research and apply recommended first aid procedures for basic „role-played‟ injuries such as nose bleeds, cuts, and sprained ankles.Adaptive Dimension:It is possible to have students do their own research about the contents of the first aid kit, theycan learn lecture based, or have them learn inquiry based.Preparation (Equipment/Materials/ Set-Up):First Aid kit per group of 3-5 studentsDescription:Once your students have been introduced to the contents and understand their uses, have themapply their knowledge to real life situations with this activity.1. Have students break into groups of 3-5.2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need tohelp discuss however.2. Each group will receive an index card with a scenario on it.3. Based on the scenario, students must decide which item(s) from their First Aid Kit they woulduse. They should write down the items they could use on the back of the note card. I have aspelling list on the board for younger grades. If supplies allow it, give each group a first aid kitso that they may simply grab the item for their scenario.Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need tohelp them clean the wound. What do you need to use from the First Aid Kit?Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc.4. Have each group go through their list and discuss with the class why it‟s important to haveeach certain item. How does it help both the helper and whoever is injured?Make sure that you stress the importance to always find an adult first before performing first aid.Assessment/Reflection:Perform assessment and evaluation throughout the entire lesson by having the students interactwith thoughtful discussion based lecture and apply what they have learned by putting the indexcards into the correct spots and answering why it‟s important to know first aid safety.
  • 22 LESSON PLAN 13Content (Topic)This mini lesson the students will be playing Krazy Kickball with an emphasis on how rulesaffect the play of the game.Outcomes: Indicators:5.8 Rules d) Examine the agreed-upon rules for games,Demonstrate an understanding of and including lead-up games and invented games,willingness to accept the rules of teacher- to demonstrate a clear understanding of howselected games, including lead-up games, and the rules affect the play of the game and theinvented games by officiating and participating action of individuals.in classmate officiated competitions.Adaptive Dimension:You may want to split the class into a couple of groups each playing their own Krazy Kickballgame so each student is allowed more ball touches. In that case more equipment will be needed.Preparation (Equipment/Materials/ Set-Up):4 bases and a kickballDescription:The student will play/practice the game using different rules.“New or Changed” rules:1) Kicker can run either towards 1st or 3rd base depending on where they kicked the ball.2) Once you get on base, you can stay or go after the next kick.3) More than one person can be on base obviously.4) Since you will have people running in both directions, there are NO force outs.5) On POP fly, runners can advance to the next base if they want.6) Runners can keep running unless you have an out or get the pitcher the ball. Then therunners go to closest base.NOW the KRAZY PART…7) If one person scores a run, then the next person standing in line has to run out to 1st or3rd base without kicking. If 4 people come in and score, then 4 people standing in line haveto go out. Got it? Hope so…Assessment/Reflection:Watch how students react when the rules are changed. Are the students demonstrating how rulesaffect the play of the game and do they react to rule changes?
  • 23 LESSON PLAN 14Content (Topic)During a game of Tailball students contribute to a class decision making process on the creationor adaptation of rules to be used in class activities and games.Outcomes: Indicators:5.8 Rules b) Contribute to a class decision-makingDemonstrate an understanding of and process on the creation or adaptation of rules towillingness to accept the rules of teacher- be used in class activities and games.selected games, including lead-up games, andinvented games by officiating and participatingin classmate officiated competitions.Adaptive Dimension:You may want to have multiple games of Tailball being played so students have multiple balltouches.Preparation (Equipment/Materials/ Set-Up):Tennis ball with a tail (30 cm ribbon attached to a washer which is then inserted into a smallincision into the tennis ball)Basketball ringsDescription:Students try scoring goals by throwing a tennis ball (with an attached tail) through abasketball ring.This game is played on a basketball court and can be played both indoors and outdoors.Divide the class into 2 teams.Toss the ball up in the center like in basketball.Team members pass the tail-ball to other members of their team and try to score a goal bythrowing the tail-ball.The tail-ball can be caught by catching the tennis ball itself, but it can only be thrown byusing the tail.The exception for this is if a student is trying to shoot a goal.If the ball is dropped or hits the ground then it is handed to the opposition.There is no running with the tail-ball.After a short time, have students agree upon rule changes/adaptations, like the following: a) Set time limits on how long one team has to keep possession of the tail-ball (example 3 seconds or 5 seconds). b) Set a minimum number of passes between team mates before a goal is scored c) Divide court into halves restrict students to their half.Assessment/Reflection:Record which students make adaptations or creates new rules to be used in tailball.
  • 24 LESSON PLAN 15Content (Topic)This lesson students will be playing Capture the Lion, they will be focusing on engaging class toshow care for others and for self while being physically active.Outcomes: Indicators:5.10 Social Skills e) Engage in a class plan to show “caring forExamine and critically assess personal others and for self” while being physicallypositioning within the five levels of a social active.skills continuum for participation in movementactivities (i.e., irresponsible behaviour, self-control, involvement).Adaptive Dimension:You may divide class into more than two teams to allow for more movement.Preparation (Equipment/Materials/ Set-Up):WhistlePinnies (Two colours)2 Stuffed LionsConesDescription:When we walk into the gym today, we are going to play a quick game of Freeze Tag. The lastperson in this line is “It,” who we call “The Lion”. As soon as you enter the gym, beginmoving around to get away from the “The Lion”. “The Lion” will run around trying to tageveryone. When you get tagged you must freeze and stop where you are. The only way tofree a tagged person is for two people to join hands around the tagged, frozen person andcircle them twice. In order to completely free the tagged person, the students circling mustmake the sound that a lion makes. What sound would that be? (Roar) Remember toFREEZE when you hear the whistle. Does everyone understand?Did everyone enjoy that game of Freeze Tag? What happened when the lion tagged you?What did you classmates have to do to help free you? Today we are going to play “Capturethe Lion”. This game is similar to the freeze tag game that we just played, but we will beoutside on the big field! We will be focusing on good teamwork and sportsmanship, becausethat is what is most important in physical education! Today: “Capture the Lion”Safety: a. outside-stay in sight of teachers-no roads b. 2 hand touch-no pushing or shoving c. be aware of others Whistle: When I blow the whistle once: FREEZE and face meExplain: a. break class into 2 equal teams (blue and gold team) b. game played on field divided into 2 sides c. blue team offense tries to capture gold side’s lion and vice versa d. blue team defense tries to tag gold team’s offense using 2 hand touch and a “Roar”, and vice versa e. tagged students go into opposite team’s “lion’s den”
  • 25 f. only way to free teammates from den-3 teammates to form ring (holding hands) around captured teammate and walk them back to side while roaring. g. first team to capture lion and bring it back to their side wins game h. student holding lion can still be tagged and must go to “lions den” i. we will play running, then walking, then skipping j. REMINDER: don’t forget offense and defense!Skill: a. tagging b. avoiding c. running, walking, skipping d. capturing e. teamwork Challenge: 1. running only 2. walking only 3. skipping onlyTransition: 1. Give pinnies to each team 2. Walk outside in line with team 3. Gold to one side, Blue to other 4. Begin game on whistle blowTransition: Whistle upon capturing lionAssessment/Reflection:Have students write into their physical education learning logs and write about how they caredfor others and self during the activity.