UbD Lesson Planning Guide (PSI)
Lesson Plan #1 – Intro, Classroom Map Reading
Grade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min
Date: September 2, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|Well-Being |B9-2 |
|Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|Learn new skills pertaining to the exciting sport of Orienteering |Students will demonstrate proper map reading techniques |
|Demonstrate understandings of basic map reading |Observation |
|Understand the importance of orienteering to being active for life |Observing the students to make sure they are on task, using proper |
|Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Orienteering skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. |
|Map Reading and find the markers: Students have a hands-on experience reading maps and placing marks in which they find markers on the course. |
|Students will demonstrate a level of proficiency using maps and reading maps. Teacher will be able to assess the students level of ability to follow |
|simple instructions in a small space before moving to a bigger outdoor area. |
|MATERIALS AND EQUIPMENT |
|Pencil and paper for each student |
|Bristol board of the map of the classroom |
|14 square control markers (Spelling MATHEMETICIAN) |
|Black and red pens |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off or create a map of the classroom |
| |Hide the markers around the room and plot where they can be|
|Safety guidelines for Physical Activity in Alberta Schools. Taken from |found on the map. |
| |Print off or create maps for the students |
| |Create markers to be hidden |
|PROCEDURE |
|Introduction (~16min.): |
|Intro |
|Begin by giving a brief Introduction to the course and who I am. (3 min) |
| |
|Then, hand out the course outline to all students and go through the course outline step by step. Explain the units that will be taught and how the |
|participation rubric is used for the semester. Ask if there are any questions or concerns from the students before we move to student expectations and|
|rules. (3 minutes) |
|Next, give a good explanation of the student expectations: (10 minutes) |
|All students should show up on time and prepared with appropriate dress for activities |
|Valuables (cell phones, jewelry, money, etc.) should all be left in their lockers before coming class or left with the teacher. We are not responsible|
|for theft |
|Students should be ready and willing to participate in all lessons, games and group work |
|Students should commit to a teamwork attitude and treat everyone with nothing but respect, care and compassion to all of their peers and the teacher |
|Students should take high interest in their learning and actively participate in all class discussions and lessons |
|Students will abide by all daily safety rules, these are: |
|Do not harm or injure others |
|Listen to specific daily safety instructions |
|Treat the gym with respect and do not purposely break any of the equipment which may lead to harm |
|Report all material or equipment that may pose a risk to their well-being |
|If you need to get a drink of water or go to the bathroom tell the teacher before doing so |
|Properly take the time to warm up and cool down to prevent injury |
|Discuss injuries with the teacher before class to avoid further injury |
|Do not put self or others in harm’s way, or in ways that could lead to your peer getting injured |
|No fighting, rough play, hitting, kicking, punching or play fighting |
|No yelling at other students in a disrespectful way or to the teacher |
| |
|Then explain to the students that if rules are broken, there will be consequences: |
|First offense: Warning (depending on severity) |
|Second offense: Warning and time away from participating |
|Third offense: Time away from participating and call home |
|Fourth offense: Immediate classroom removal, call home and meeting with principal |
|Fighting, harassment of other students or bullying moves straight to the third offense. Will not be tolerated at all. |
|Ask if there are any questions or concerns before we begin learning about orienteering. |
| |
|After there are no questions, transition to body. |
|Transition to Body |
|Attention Grabber |Orienteering can be played anywhere in the world. It can be played in major cities, the country or even |Time: 1 minute |
| |at home in your own backyard! | |
|Assessment of Prior |How many have done a form of orienteering before this class? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time: Todays lesson |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all |this will be skipped|
| |learning a skill that some may have never done or do often. Every student will try their absolute best |as covered in the |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as|intro |
| |no question is a bad question. Be open to new ideas from the teacher and classmates. Attention must be | |
| |on the teacher in order for things to run smoothly and get as much time with the activities as possible.| |
| |Lastly, Have fun! | |
|Advance Organizer/Agenda|What is orienteering | |
| |How do we read a map | |
| |Find the Markers in class | |
|Transition to Body |On our journey to becoming professional orienteers, it begins here with dedication and hard work. I will|Time: 1 minute |
| |need everyone to listen and participate as the lessons may get tricky and have a lot of material to be | |
| |discussed. Ready? Let’s go! | |
|Body (13 min) |Time |
|Warm up |No warm up today due to lack of intensity in learning activity. | |
|Learning Activity 1 |Orienteering |3 minutes |
| |Discuss why orienteering is important to grade 9 PE | |
| |Give students another form of activity besides the common sports | |
| |Map reading is a forgotten skill due to technology | |
| |How it benefits us physically | |
| |Gives us another form of physical activity | |
| |Constant running or hiking through forests | |
| |Gets us moving outdoors while searching in the woods | |
| |Discuss the sport of orienteering | |
| |Intense, fun sport that involves running, map reading and guiding yourself to find control markers and | |
| |checkpoints while being timed | |
| |Very popular sport in the mountainous regions and in all of North America – moved towards geocaching | |
| |Lessons will include: | |
| |Basic map reading | |
| |Plotting markers on a map | |
| |Trivia orienteering | |
| |Student challenges | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Provide visuals for the students to see the sport of orienteering | |
| |Provide premade plotted maps for the students who may struggle | |
|Learning Activity 2 |Map Reading |5 minutes |
| |Discuss with the students that maps are used as a way to find out where you need to go and that maps can| |
| |be used to show specific locations without the use of GPS. | |
| | | |
| |ASK: Has anyone used a map to find a location of where they were heading and follow the map? Google Maps| |
| |does not count. | |
| | | |
| |Hand out classroom maps to each of the students to get them to go through the demonstration with the | |
| |teacher. Demonstrate how to hold a map with North facing upwards or in this case, similar to the map on | |
| |the board. Always keep the map orientated towards the north if heading north, to the east if heading | |
| |east, etc. | |
| | | |
| |The teacher will then provide an explanation of the classroom map and how to orient their maps of the | |
| |classroom for the next activity. | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |N/A | |
| |Differentiation | |
| |Walk around the class to give each student a close visual of how to orient the map | |
| |Give students maps if they need a physical walk through with the maps | |
|Learning Activity 3 |Find the Markers |7 minutes |
| |Beforehand, the teacher has set up markers around the classroom hidden from the students. | |
| |The teacher will ask for all students to crowd around the smart board. The students will need to plot in| |
| |approximately the right position of all of the points seen on the teacher map onto their map exactly how| |
| |it is shown. | |
| |Remind them to keep their map oriented exactly like the teacher map. | |
| | | |
| |Give students 2 minutes to copy the points from the map and encourage students to help one another. | |
| | | |
| |Before you let the students go find the markers, explain to them that at each of the markers are letters| |
| |in which they are to be made into a word at the end. There is no specific path a student must take to | |
| |each of the markers, as long as they note each of the markers on the back of their sheet. The students | |
| |will have a time limit of 4 minutes to find all of the markers. If students do not get all of the | |
| |markers, they will have to try to unscramble the letters with what they have. | |
| | | |
| |As the students go through the activity, the teacher will be walking around the classroom helping those | |
| |who are having difficulties. | |
| | | |
| |Once the time is up, bring in all of the students to begin to unscramble the words and move to closure. | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Anecdotal comments on Orienteering skills rubric – day 1 | |
| |Differentiation | |
| |Get students who are having troubles to work with a partner | |
| |Assist students who are having troubles by sending them towards the markers | |
| |Assist students to unscramble the words | |
| | | |
|Extra time activity (if time permits): Video on orienteering tournaments: |
|Closure (4 min.): | |
| Cool down/ |Ask students why they made their route choice. Introduce and explain glossary terms: route choice, | |
|Stretch |handrails, check-off features, catching features, and attack points | |
|Assessment of Learning: |What was the most difficult part of this lesson today? Where did we feel comfortable with our learning? | |
| |On a scale of 1 to 5, with one being not comfortable, how did you feel participating today? | |
|Feedback from students: |Did you enjoy this activity? Are you excited for more orienteering? | |
|Feedback to Students: |Excellent job today taking in all this information and remaining focused throughout. | |
|Transition to Next |This is an introduction into the sport of orienteering. Next class we will be using the skills learned | |
|Lesson: |today and transferring them into a more challenging way. | |
| | | |
| |Challenge the students to create a home orienteering map with as many details as possible. Have them | |
| |indicate the control markers and their creative phrase. | |
|Reflection |
| |
Glossary
Attack points: Large features near a destination, used to determine one's exact position for the purpose of navigation
Catching Features: Features easily recognized which indicate you have passed a destination
Check-off Features: Features easily recognized which can be 'checked-off' on the way to the destination
Handrails: Linear features such as roads, paths or streams which can be followed
Orienting the Map: Placing your map so it matches the location of the features in the environment
Route Choice: The route one chooses that will get one to the control markers quickly
Square Control Marker: A marker used to indicate destination
Lesson Plan #2 – Orienteering
Grade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min
Date: September 3, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|Learn new skills pertaining to the exciting sport of Orienteering |Students will demonstrate proper map reading techniques |
|Demonstrate understandings of basic map reading |Observation |
|Learn the ability to navigate maps easily and effectively |Observing the students to make sure they are on task, using proper |
|Understand the importance of orienteering to being active for life |technique, developing new skills |
|Continue to develop their skills throughout the unit |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Orienteering skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. |
|Map Reading and find the markers: Students have a hands-on experience reading maps and placing marks in which they find markers on the course. |
|Students will demonstrate a level of proficiency using maps and reading maps. |
|MATERIALS AND EQUIPMENT |
|Pencil and paper for each student |
|Maps for each student |
|School yard |
|14 square control markers (numbered) |
|Black and red pens |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off or create a map of the school yard |
| |Hide the markers around the yard and plot where they can be|
|Safety guidelines for Physical Activity in Alberta Schools. Taken from |found on the map. |
| |Print off or create maps for the students |
|ABCDs of movement. Edmonton public school. Print |Create numbered markers to be hidden |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|*Before beginning |
|- Create a map of the school yard before hand, and leave room for a legend at the bottom of the map. On the map, use the same symbols for the same |
|features that you are using in the environment. |
|- Prepare control markers and hide them in their location in the school yard, and plot them on the teacher map. Place the markers in a controlled and |
|easily viewed area. |
|- Choose a starting point for all students and locate it o the teacher map |
| |
|1. Review any of the students maps from the last class challenge if any brought some to class. |
|2. Explain that this lesson will be similar to the previous lesson except that it will be in an outdoor environment |
|3. Remind students that no information about the control markers are located should be shared amongst participants. This is an individual activity |
|4. Give each student a pencil and a map and have them write down the numbers from 1 to 14 on the side of their map. Explain that for each number they |
|find, they will write that number in the exact location in which it was found. They will need to write the number and the symbol found in each |
|location on their map. |
|Transition to Body |
|Attention Grabber |Today we will be challenging ourselves during this class competition. You are to run and search for all |Time: 1 minute |
| |the control markers within a certain amount of time. A race? I think so! | |
|Assessment of Prior |How many have participated in an orienteering race before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. O pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |On our journey to becoming professional orienteer's, the real challenge is to think and run as fast as |Time: 1 minute |
| |you can. Today's lesson does just that. | |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Orienteering |20 minutes |
| |Designate a start and finish point on the teacher map. Place the map on the ground and ask students how | |
| |to orient the map for today's activity. | |
| |ASK: why is this so important? | |
| |Once the map is oriented, get the students to draw a legend similar to the teachers map so they are able| |
| |to navigate the map easier. | |
| |Explain the common start/finish symbol | |
| |ASK: why it is important to the students (for example, in a race they need start and finish lines) | |
| |Tell the students that today's lesson is similar to last class, reminding them that they can find the | |
| |control markers in any order and can return to the teacher map at anytime. | |
| |REMIND THE STUDENTS: Run safely, watch out for other participants, watch out for anything that may harm | |
| |or endanger their well-being | |
| |Tell the students that they will have 20 minutes to complete the course and must go to the finish point | |
| |after locating and recording all of the control markers on their map. | |
| |The instructor should be constantly moving around the field and observing the students. The teacher | |
| |should be actively involved in the student learning process as they compete in the race. | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to locate the markers on their own and do so with ease. Students will need to demonstrate an | |
| |understanding of the basics of orienteering. Students should be able to provide the teacher with | |
| |explanations of the skills necessary of completing the task with ease. | |
| |Differentiation | |
| |Get students to work in groups of two if one student is having a hard time with the task | |
| |Provide premade plotted maps for the students who may struggle | |
| |Students who are unable to participate will design an orienteering map for trivia orienteering. They | |
| |will develop trivia questions relating to things around the school. | |
|Learning Activity 2 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): Orienteering "I Spy" The teacher will lead the game in which students will close their eyes, and the teacher |
|will give students clues about a specific location within the teachers sights. The teacher will give a detailed description and explanation of what |
|they spy to the students. The students will need to imagine the object or location in their heads and plan out the fastest route to get there. The |
|teacher will then yell go, and the students will need to get to that area as fast as they can. |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
| | | |
| |Introduce new glossary terms | |
|Assessment of Learning: |What was the most difficult part of this lesson today? Where did we feel comfortable with our | |
| |learning? On a scale of 1 to 5, with one being not comfortable, how did you feel participating | |
| |today? | |
|Feedback from students: |Did you enjoy this activity? Are you excited for more orienteering? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked everyone's effort to win the | |
| |competition. | |
|Transition to Next Lesson: |Tomorrow we will be playing an orienteering trivia game. So make sure you bring your thinking | |
| |hats! | |
| | | |
| |Student challenge: get students to create an orienteering map of their 'home yard' | |
|Reflection |
| |
Glossary
Common start/finish symbol: A symbol that indicates that the start and finish points are the same place
Finish point symbol: a symbol that indicates that the end of the course is different than the start point, and signifies where the finish point is located
Legend: An explanation of what the symbols on the map represent
Map memory: Remembering features on the map so that you can proceed without constantly referring to the map
Plan of attack: The objective
Lesson Plan #3 – Trivia Orienteering
Grade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min
Date: September 4, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Orienteering |Students will demonstrate proper map reading techniques |
|2. Demonstrate understandings of basic map reading |Observation |
|3. Understand the importance of orienteering to being active for life |Observing the students to make sure they are on task, using proper |
|4. Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Orienteering skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. |
|Map Reading and trivia: students have a hands on learning experience navigating the map and answering questions. This activity challenges the students|
|to think and move at the same time. Students will have to have the basic knowledge of reading a map and have the ability to navigate through it. |
|MATERIALS AND EQUIPMENT |
|Pencil and paper for each student |
|Maps for each student |
|School yard |
|14 square control markers (numbered) |
|Black and red pens |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off or create a map of the school yard |
| |Create trivia sheet |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from |Print off or create maps for the students |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|*Before beginning |
|- Create a map of the school yard beforehand. And record approximately 20 trivia items on a piece of paper, marking the location with a circle and a |
|number. |
|- Design questions for each trivia item |
|- Prepare a map on letter-sized paper with the locations circled and numbered for each student |
| |
|1. Review any of the students maps from the last class challenge if any brought some to class. |
|2. Explain that this lesson will be similar to the previous lesson except that today will be trivia based and in a larger area. |
|3. Tell the students that instead of using control markers, they will be searching for items related to the numbers on the map, in order to answer |
|trivia questions. |
|4. Give each student a pencil, a map and a trivia sheet. |
|Transition to Body |
|Attention Grabber |Today we will be challenging ourselves during this class competition. You are to run and search for all |Time: 1 minute |
| |the trivia questions within a certain amount of time. | |
|Assessment of Prior |How many have played trivia games before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Trivia can be done very easily sitting in a chair, but can it be done while feeling the pressure of a |Time: 1 minute |
| |race? | |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Trivia Orienteering |20 minutes |
| |Remind students to keep their map oriented while they are moving and emphasize that when they move, the | |
| |map stays oriented. | |
| |Explain that they are able to find the trivia questions in any order and record their answers. They | |
| |should work on their own unless specified by the teacher. | |
| |Explain to the students that they will have 20 minutes to complete the task and should be self aware of | |
| |their surroundings and not go on any roads at any time. | |
| |Remind them that the game will end when all students have returned to the starting point after locating | |
| |and recording all of their trivia items. | |
| |Fair play and leadership is encouraged, remind students to cheer on classmates if they finish the race | |
| |or motivate others as they go through the course. | |
| |Begin the game! | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to think logically and critically about the trivia items. Students will need to demonstrate a | |
| |better understanding of orienteering and show improvement in their orienteering skills. Students should | |
| |be able to provide the teacher with explanations of the skills necessary of completing the task with | |
| |ease. | |
| |Differentiation | |
| |Get students to work in groups of two if one student is having a hard time with the task | |
| |Students who are unable to participate will design an orienteering map for next class. They will need to| |
| |choose locations that can be easily viewed and accessed in a larger area than this lesson. | |
|Learning Activity 2 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): Capture the flag: Students will be divided into two teams and will each be given a flag or some form of a flag.|
|The students playing field will be as large as the teacher makes it. If the student gets tagged, they must go all the way back to their starting |
|location and then come back in. If running with flag and tagged, they must hand over flag to be brought back and then return to their base. Team who |
|successfully captures flag wins. |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? What strategies did you use? What caused | |
| |the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? Are you excited for more orienteering? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked everyone's effort to win the | |
| |competition. | |
|Transition to Next Lesson: |Tomorrow we will be playing random orienteering in which you really need to strategize your plan| |
| |of attack. So make sure you bring your thinking hats! | |
| | | |
| |Student challenge: Create a neighborhood orienteering course with trivia questions | |
|Reflection |
| |
Lesson Plan #4 – Random Orienteering
Grade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min
Date: September 8, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Orienteering |Students will demonstrate proper map reading techniques |
|2. Demonstrate understandings of basic map reading |Observation |
|3. Understand the importance of orienteering to being active for life |Observing the students to make sure they are on task, using proper |
|4. Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Orienteering skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. |
|Map Reading: students have a hands on learning experience navigating the map. This activity challenges the students to think and move at the same |
|time. Students will have to have the basic knowledge of reading a map and have the ability to navigate through it. |
|MATERIALS AND EQUIPMENT |
|Pencil and paper for each student |
|Maps for each student |
|School yard |
|14 square control markers (numbered) |
|Black and red pens |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off or create a map of the school yard |
| |Create trivia sheet |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from |Print off or create maps for the students |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|*Before beginning |
|- Create a map of the school yard beforehand. And record 14 different location on the map |
|- Prepare a map on letter-sized paper with the locations circled and numbered for each student |
|- Include letters on the cards as to which ones the students find on their map |
| |
|1. Review any of the students maps from the last class challenge if any brought some to class. |
|2. Explain that this lesson will be similar to the previous lesson except that today will be random based and in a larger area. |
|3. Tell the students that they will be using control markers, they will be searching for letters to spell out a word. |
|4. Give each student a pencil, a map. |
|Transition to Body |
|Attention Grabber |Today we will be challenging ourselves during this class competition. You are to run and search for all |Time: 1 minute |
| |the letters scattered around the field. | |
|Assessment of Prior |How many have played word scramble games before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Running is an easy physical activity choice, but can it be done while feeling the pressure of a race? |Time: 1 minute |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Random Orienteering |20 minutes |
| |Teacher needs to set up course prior to class with letters on the paper | |
| |Be sure to use the school yard only. | |
| |The students should have to travel a ways before getting to their next letter. | |
| |If the students complete the course in the proper order they should spell out a 14 letter word | |
| |(Mathemetician). | |
| |Pair students off and give each pair a map | |
| |Tell students that at the end of the course they should be able to complete the word. | |
| |Even if they know what the word is they need to find the final letter. | |
| |They should be working with their partner on the same thing (in other words they must stay together) one| |
| |partner shouldn’t be working on a different course. | |
| |Allow the students 20 minutes to complete the course. | |
| |Call them in at the end if they are not finished on time. | |
| |Begin the game! | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to find the items on the map and unscramble the word within a specific time limit. Students will | |
| |need to demonstrate a better understanding of orienteering and show improvement in their orienteering | |
| |skills. Students should be able to provide the teacher with explanations of the skills necessary of | |
| |completing the task with ease. | |
| |Differentiation | |
| |Get students to work in groups of two if one student is having a hard time with the task | |
| |Students who are unable to participate will design an orienteering map for next class. They will need to| |
| |choose locations that can be easily viewed and accessed in a larger area than this lesson. | |
|Learning Activity 2 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): Capture the flag: Students will be divided into two teams and will each be given a flag or some form of a flag.|
|The students playing field will be as large as the teacher makes it. If the student gets tagged, they must go all the way back to their starting |
|location and then come back in. If running with flag and tagged, they must hand over flag to be brought back and then return to their base. Team who |
|successfully captures flag wins. |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? What strategies did you use? What caused | |
| |the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? Are you excited for more orienteering? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked everyone's effort to win the | |
| |competition. | |
|Transition to Next Lesson: |Tomorrow we will be playing Score orienteering in which you really need to strategize your plan | |
| |of attack. So make sure you bring your thinking hats! | |
| | | |
| |Student challenge: Create a neighborhood orienteering course with trivia questions | |
|Reflection |
| |
Lesson Plan #5 – Symbols Orienteering
Grade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min
Date: September 9, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Orienteering |Students will demonstrate proper map reading techniques |
|2. Demonstrate understandings of basic map reading |Observation |
|3. Understand the importance of orienteering to being active for life |Observing the students to make sure they are on task, using proper |
|4. Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Orienteering skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. |
|Map Reading: students have a hands on learning experience navigating the map. This activity challenges the students to think and move at the same |
|time. Students will have to have the basic knowledge of reading a map and have the ability to navigate through it. Also, students will need to |
|demonstrate effective communication with their partner and demonstrate teamwork. |
|MATERIALS AND EQUIPMENT |
|Pencil and paper for each student |
|Maps for each student |
|School yard |
|Symbol List |
|14 square control markers (Lettered with symbols) |
|Black and red pens |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off or create a map of the school yard |
| |Print off or create maps for the students |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from |Symbol list |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|*Before beginning |
|- Create a map of the school yard beforehand. And record one location on a map (first control marker), marking the location with a circle and a |
|number. |
|- Prepare a map on letter-sized paper with the location circled and numbered for each student |
| |
|1. Review any of the students maps from the last class challenge if any brought some to class. |
|2. Explain that this lesson will be similar to the previous lesson except that today will be incorporated with symbols. |
|3. Tell the students that they will be using control markers, they will be searching for the symbols that are given to them on the control marker. |
|4. Give each student a pencil, a map. |
|Transition to Body |
|Attention Grabber |Today we will be challenging ourselves during this class competition. You are to run and search for all |Time: 1 minute |
| |the control markers while using symbol recognition from our introduction. | |
|Assessment of Prior |How many have seen these symbols before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Lets begin |Time: 1 minute |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Symbol Orienteering |20 minutes |
| |Remind students to keep their map oriented while they are moving and emphasize that when they move, the | |
| |map stays oriented. | |
| |Explain that they need to use the symbols on the control markers to see where they need to go next and | |
| |record their answers. They should work in groups. | |
| |Explain to the students that they will have 20 minutes to complete the task and should be self aware of | |
| |their surroundings and not go on any roads at any time. | |
| |Remind them that the game will end when all students have returned to the starting point after locating | |
| |and recording all of the codes, letters ad symbols. | |
| |Fair play and leadership is encouraged, remind students to cheer on classmates if they finish the race | |
| |or motivate others as they go through the course. | |
| |Begin the game! | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to navigate the map effectively and understand the basic use of control markers. Students will need| |
| |to demonstrate a better understanding of orienteering and show improvement in their orienteering skills.| |
| |Students should be able to provide the teacher with explanations of the skills necessary of completing | |
| |the task with ease. | |
| |Differentiation | |
| |Get students to work in groups of three if one student is having a hard time with the task | |
| |Students who are unable to participate will design an orienteering map for next class. They will need to| |
| |choose locations that can be easily viewed and accessed in a larger area than this lesson. | |
|Learning Activity 2 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): Capture the flag: Students will be divided into two teams and will each be given a flag or some form of a flag.|
|The students playing field will be as large as the teacher makes it. If the student gets tagged, they must go all the way back to their starting |
|location and then come back in. If running with flag and tagged, they must hand over flag to be brought back and then return to their base. Team who |
|successfully captures flag wins. |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? What strategies did you use? What caused | |
| |the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? Are you excited for more orienteering? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked everyone's effort to win the | |
| |competition. | |
|Transition to Next Lesson: |Tomorrow we will be playing score orienteering in which you really need to strategize your plan | |
| |of attack. So make sure you bring your thinking hats! | |
| | | |
| |Student challenge: Create a neighborhood orienteering course with trivia questions | |
|Reflection |
| |
Lesson Plan #6 – Student Challenge Orienteering
Grade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min
Date: September 14, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Orienteering |Students will demonstrate proper map reading techniques |
|2. Demonstrate understandings of basic map reading |Observation |
|3. Understand the importance of orienteering to being active for life |Observing the students to make sure they are on task, using proper |
|4. Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Orienteering skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in orienteering. |
|Map Reading and map development: students have a hands on learning experience navigating the map and developing their own questions. This activity |
|challenges the students to think and move at the same time. Students will have to have the basic knowledge of reading a map and have the ability to |
|navigate through it. |
|MATERIALS AND EQUIPMENT |
|Pencil and paper for each student |
|Maps for each student |
|School yard |
|Black and red pens |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off or create a map of the school yard |
| |Print off or create maps for the students |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from | |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|*Before beginning |
|- Create a map of the school yard beforehand. |
| |
|1. Review any of the students maps from the last class challenge if any brought some to class. |
|2. Explain that this lesson will be similar to the previous lesson except that today will be student challenges and they will need to navigate these |
|courses. |
|3. Tell the students that instead of using control markers, they will be searching for items that the student has chosen and described. |
|4. Give each student a pencil, a map. |
|Transition to Body |
|Attention Grabber |Today we will be challenging ourselves during this class competition. You are to run and search for all |Time: 1 minute |
| |of your student challenges. | |
|Assessment of Prior |Who likes to challenge their class mates? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Trivia can be done very easily sitting in a chair, but can it be done while feeling the pressure of a |Time: 1 minute |
| |race? | |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Student Challenge |20 minutes |
| |Remind students to keep their map oriented while they are moving and emphasize that when they move, the | |
| |map stays oriented. | |
| |Explain to the students that today they will be creating their own map and challenging another student | |
| |in the class. | |
| |They are to design a course and include symbols, locations, clues or whatever they can think of in order| |
| |for their partner to navigate and locate items on the map. | |
| |The limit has to be in the school zone | |
| |Only have ten to create the map and ten to complete the course | |
| |This is the final day and will be graded on your participation, map reading skills and map creation | |
| |skills. | |
| |Begin the game! | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to think logically and critically about the challenges. Students will need to demonstrate a better | |
| |understanding of orienteering and show improvement in their orienteering skills. Students should be able| |
| |to provide the teacher with explanations of the skills necessary of completing the task with ease. | |
| |Differentiation | |
| |Get students to work in groups of two if one student is having a hard time with the task | |
| |Students who are unable to participate will design an orienteering map for next class. They will need to| |
| |choose locations that can be easily viewed and accessed in a larger area than this lesson. | |
|Learning Activity 2 | | |
|Assessments/ | | |
|Differentiation | | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): Capture the flag: Students will be divided into two teams and will each be given a flag or some form of a flag.|
|The students playing field will be as large as the teacher makes it. If the student gets tagged, they must go all the way back to their starting |
|location and then come back in. If running with flag and tagged, they must hand over flag to be brought back and then return to their base. Team who |
|successfully captures flag wins. |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |What strategies did you use? | |
| |What caused the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? Are you excited for more orienteering? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked everyone's effort to win the | |
| |competition. | |
|Transition to Next Lesson: |Tomorrow we will be doing something a little different, we will be introduced to ultimate | |
| |Frisbee! | |
|Reflection |
| |
Lesson Plan #8 –Ultimate Frisbee
Grade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 min
Date: September 21, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Ultimate Frisbee |Students will demonstrate proper map reading techniques |
|2. Demonstrate understandings of basic rules of the game |Observation |
|3. Understand the importance of ultimate Frisbee to being active for life |Observing the students to make sure they are on task, using proper |
|4. Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Ultimate Frisbee skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in ultimate Frisbee. |
|Students will be assessed mainly on their ability to pass and catch a Frisbee during game play. |
|MATERIALS AND EQUIPMENT |
|Field |
|Whistle |
|20 Frisbees |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off rules of the game sheet |
| |Ensure there are enough Frisbees |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from | |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Introduce the students to the sport of ultimate Frisbee and give an explanation of the popularity of the sport |
|Explain the rules and how it remains a fast paced game based off the rules |
|Provide students with an expectation of their skills in the unit and their participation level |
|Explain why we are learning more about this game and how it pertains to their lives |
|Transition to Body |
|Attention Grabber |Today we are learning about ultimate Frisbee. One of the many games that can be enjoyed for the rest of |Time: 1 minute |
| |your life. | |
|Assessment of Prior |How many have played ultimate Frisbee before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Ultimate Frisbee is a fast paced game that allows for many players to feel successful. Football isn’t |Time: 1 minute |
| |for everyone, but ultimate Frisbee is! | |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Demonstration |20 minutes |
| |The teacher will lead the students in a demonstration of a good and effective pass | |
| |The teacher will explain that they need to bring the Frisbee backwards and take a step, then rotate | |
| |their body and their arm until the front while keeping the Frisbee level, then snapping the wrist at the| |
| |end | |
| |Tell them to focus on those points, and that the teacher will come around and help those who need more | |
| |assistance | |
| |Get students to try throwing with no Frisbee first, just to get a feel for the throwing motion | |
| |Lead the students in the throwing stages slowly, then make your way to becoming faster | |
| |Then, get a student to demonstrate the throw for everyone else to see | |
| |Correct points if necessary | |
| |Last, give each student a Frisbee and get them to throw it in front of them to feel the motion while not| |
| |throwing at others | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to send an object with ease and a high level of confidence. Students will need to demonstrate a | |
| |better understanding of an effective throw and show improvement in their skills. Students should be able| |
| |to provide the teacher with explanations of the skills necessary of completing the task with ease. | |
| |Differentiation | |
| |Get students to practice more without the Frisbee | |
| |Get students to only snap the Frisbee and not fully rotate to throw, just to get a feel for the Frisbee | |
|Learning Activity 2 |Partner Passing | |
| |Get students to pair up quickly | |
| |Explain that they will form two lines and face their partner | |
| |Spread out at least 2 arms lengths away from the person beside you and about 15 yards away from your | |
| |partner | |
| |Explain that they are trying to hit a target with a good pass, and not trying to throw down the field. | |
| |KEEP IT IN CONTROL | |
| |They will throw back and forth until directed by the teacher | |
| |Get them to take steps backwards if it is too easy for them and see how far they can go | |
| |CHALLENGE: challenge the students to try to not drop the Frisbee and see if they can successfully pass | |
| |the Frisbee at least ten times, then twenty times | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Daily skills rubric – Throwing/Catching | |
| |Differentiation | |
| |Get students to practice more without the Frisbee | |
| |Get students to move closer if too difficult | |
| |Get students to move back if too easy | |
| |If there are too many students or an odd person out, get them to form a triangle and pass to two others | |
|Learning Activity 3 |Zig Zag Race | |
| |Class will be split up into two groups | |
| |Both groups will form a zig zag line in their group and be across from their teammates by about 15 feet.| |
| | | |
| |Each group will need to designate one runner to run through the opponents zig zag | |
| |The runner will go over to the other group and wait for further instructions | |
| |The objective of the game is for the runner to run around all the players that form a zig zag and get to| |
| |the end before the Frisbee | |
| |Provide an explanation of the rules of the game: no hitting, tripping the runner, only passes like we | |
| |practiced, if you drop it the Frisbee resets at the start | |
| |Then, provide a quick visual demonstration of what needs to be done | |
| |Let the students begin the game | |
| | | |
| |After the game: | |
| |Discuss that we did this drill today to demonstrate why the game is designed this way (with no running) | |
| |It is designed to be fast paced and eliminate the ball hogs from running all over the field | |
| |Passing is a major part of this game and obviously, the Frisbee is faster than anyone that can run | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Daily Skills Rubric: passing/catching/participation | |
| |Differentiation | |
| |Get students to move closer if too difficult to pass | |
| |Get the runner to only tag the throwers if too hard to beat the Frisbee | |
| | | |
|Extra time activity (if time permits): Target Practice: Give the students a designated starting point on the field and challenge them to hit a |
|specific spot that the teacher chooses. Get them to do an exercise (push up) if they do not hit it |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |What strategies did you use? | |
| |What caused the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? | |
| |Are you excited for more ultimate Frisbee? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked how everyone was dedicated to | |
| |learning new skills. | |
|Transition to Next Lesson: |Tomorrow we will be extending on what we learned today by getting more practice throwing and | |
| |catching, and then make our way to passing to moving targets! | |
|Reflection |
| |
Lesson Plan #9 – Frolf
Grade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 min
Date: September 21, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Ultimate Frisbee |Students will demonstrate proper map reading techniques |
|2. Demonstrate understandings of basic rules of the game |Observation |
|3. Understand the importance of ultimate Frisbee to being active for life |Observing the students to make sure they are on task, using proper |
|4. Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Ultimate Frisbee skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in ultimate Frisbee. |
|Students will be assessed mainly on their ability to pass and catch a Frisbee during game play. |
|MATERIALS AND EQUIPMENT |
|Field |
|Whistle |
|20 Frisbees |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Print off scorecards |
| |Ensure there are enough Frisbees |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from | |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Explain the popularity of Frisbee Golf in Canada |
|Explanation of the rules of the game |
|Explain to stay within the school yard boundaries |
|Transition to Body |
|Attention Grabber |Today we are playing a variation of the game of golf, but with a frisbee |Time: 1 minute |
|Assessment of Prior |How many have played Frolf before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Ultimate Frisbee is a fast paced game that allows for many players to feel successful. Football isn’t |Time: 1 minute |
| |for everyone, but ultimate Frisbee is! | |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Explanation |20 minutes |
| |The teacher will give an explanation of the rules of the game | |
| |The teacher will walk through the course and explain each hole to the students | |
| |Group the students into teams of three | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to send an object with ease and a high level of confidence. Students will need to demonstrate a | |
| |better understanding of an effective throw and show improvement in their skills. Students should be able| |
| |to provide the teacher with explanations of the skills necessary of completing the task with ease. | |
| |Differentiation | |
| |Get students to practice more without the Frisbee | |
| |Get students to only snap the Frisbee and not fully rotate to throw, just to get a feel for the Frisbee | |
|Learning Activity 2 |Frolf | |
| |Group students quickly | |
| |Get one group to go start at each of the holes | |
| |Explain to them that they need to move away from their last hole completed to avoid getting hit by | |
| |others | |
| |Keep head up at all times and watch for hazards on the ground (holes) | |
| |Explain they have 15 minutes to complete all of the holes | |
| |Explain the use of their score card and that it needs to be filled out correctly to determine a winner | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Daily skills rubric – Throwing/Catching | |
| |Differentiation | |
| |Get students to practice more without the Frisbee | |
| |Get students to move closer if too difficult | |
| |Get students to move back if too easy | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): Target Practice: Give the students a designated starting point on the field and challenge them to hit a |
|specific spot that the teacher chooses. Get them to do an exercise (push up) if they do not hit it |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |What strategies did you use? | |
| |What caused the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? | |
| |Are you excited for more ultimate Frisbee? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked how everyone was dedicated to | |
| |learning new skills. | |
|Transition to Next Lesson: |Tomorrow we will be extending on what we learned today by getting more practice throwing and | |
| |catching, and then make our way to passing to moving targets! | |
|Reflection |
| |
Lesson Plan #9 –Ultimate Frisbee
Grade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 min
Date: September 21, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Ultimate Frisbee |Students will demonstrate proper map reading techniques |
|2. Demonstrate understandings of basic rules of the game |Observation |
|3. Understand the importance of ultimate Frisbee to being active for life |Observing the students to make sure they are on task, using proper |
|4. Continue to develop their skills throughout the unit |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Ultimate Frisbee skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students have hands on experience going through activity and identify the important skills in ultimate Frisbee. |
|Students will be assessed mainly on their ability to pass and catch a Frisbee during game play. |
|MATERIALS AND EQUIPMENT |
|Field |
|Whistle |
|20 Frisbees |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Ensure there are enough Frisbees |
| | |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from | |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Introduce the students to the sport of ultimate Frisbee and give an explanation of the popularity of the sport |
|Explain the rules and how it remains a fast paced game based off the rules |
|Provide students with an expectation of their skills in the unit and their participation level |
|Explain why we are learning more about this game and how it pertains to their lives |
|Transition to Body |
|Attention Grabber |Today we are learning about ultimate Frisbee. One of the many games that can be enjoyed for the rest of |Time: 1 minute |
| |your life. | |
|Assessment of Prior |Who can hit a moving target? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Ultimate Frisbee is a fast paced game that allows for many players to feel successful. Football isn’t |Time: 1 minute |
| |for everyone, but ultimate Frisbee is! | |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Demonstration catching |20 minutes |
| |Ask what makes a good pass good? | |
| |Teacher will lead students through a demonstration of what was learned last class | |
| |Get a student to demo for the whole class to see and ask if they see any corrections to be made | |
| |Get students to pair up and pass to their partner about ten yards away | |
| |Get the students to catch both ways/both sides, not always the same way | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to send an object with ease and a high level of confidence. Students will need to demonstrate a | |
| |better understanding of an effective throw and show improvement in their skills. Students should be able| |
| |to provide the teacher with explanations of the skills necessary of completing the task with ease. Also,| |
| |the students will need to demonstrate an effective catch. Not necessarily the right way, but just to be | |
| |able to send and receive an object. | |
| |Differentiation | |
| |Get students to practice more without the Frisbee | |
| |Get students to only snap the Frisbee and not fully rotate to throw, just to get a feel for the Frisbee | |
|Learning Activity 2 |Passing Movement | |
| |Split the students into two groups on each side of the field at half | |
| |Have half the Frisbees on one side and the other | |
| |There will be one student a thrower and the other a catcher | |
| |They will receive the Frisbee from the group across from them | |
| |The objective is for the runner to run to the end zone and receive a pass from the thrower in the other | |
| |group | |
| |The thrower needs to take a couple of steps out and hit a moving a target in the end zone | |
| |Once done throwing, the thrower now becomes the runner and the drill keeps going | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Daily skills rubric – Throwing/Catching | |
| |Differentiation | |
| |Get students to practice more without the Frisbee | |
| |Get students to move closer if too difficult | |
| |Get students to move back if too easy | |
| |If there are too many students or an odd person out, get them to form a triangle and pass to two others | |
|Learning Activity 3 |Target Practice Bets | |
| |The students will be split into two groups and they must try to throw the Frisbee over the net | |
| |The teacher will take bets from the students challenging the other team | |
| |Both teams will have a chance to throw the Frisbee, but only one throw at a time | |
| |If they are unsuccessful, the teacher will take the bet and give it to the losing team to “pay” from | |
| |doing the fitness activity | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Daily Skills Rubric: passing/catching/participation | |
| |Differentiation | |
| |Get students to move closer if too difficult to throw | |
| |Get students use any throw they are comfortable with | |
| | | |
|Extra time activity (if time permits): Target Practice: Give the students a designated starting point on the field and challenge them to hit a |
|specific spot that the teacher chooses. Get them to do an exercise (push up) if they do not hit it |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |What strategies did you use? | |
| |What caused the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? | |
| |Are you excited for more ultimate Frisbee? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked how everyone was dedicated to | |
| |learning new skills. | |
|Transition to Next Lesson: |Tomorrow we will be extending on what we learned today by playing Frolf! | |
|Reflection |
| |
Lesson Plan #10 – Fitness Test
Grade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 min
Date: September 21, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|Demonstrate their levels of fitness |Students will demonstrate proper map reading techniques |
|Understand that the first test is to guide and assess their personal levels of |Observation |
|fitness |Observing the students to make sure they are on task, using proper |
| |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Ultimate Frisbee skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students will be assessed on their ability to complete 40 laps in 12 minutes. 40 laps will be 100%, with 30 laps |
|being 80%, 20 laps being 60%, 10 laps 40%. This is to assess their levels of fitness and guide them to see if they need improvement or not. |
|MATERIALS AND EQUIPMENT |
|Gymnasium |
|Whistle |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Have assessment sheet to make grade |
| |Whistle |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from |Music |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Explain what we will be doing in class today |
|Explain why we need to do this test in class and what it shows |
|Explain the grading scheme for the run |
|Transition to Body |
|Attention Grabber |Today we are going to run for 12 minutes! |Time: 1 minute |
|Assessment of Prior |Who has done a run like this before? Why is it important? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Is there any questions before we begin? |Time: 1 minute |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Fitness Test |20 minutes |
| |Ask why are we doing this? | |
| |What are the benefits? | |
| |We need to try to push ourselves for the full 12 minutes. Get the best score you can | |
| |Split the group into two teams and make sure there is one running and one counting for their partner | |
| |The counter will report to the teacher | |
| |Be careful when running, do not push yourself until you pass out, or injure yourself | |
| |I want you to try hard, but not harm yourself | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to run consistently for 12 minutes and achieve 40 laps. | |
| |Differentiation | |
| |Get students who are injured to be the counters | |
| |Get students who are less fit to walk the fitness test | |
|Learning Activity 2 |Student Choice | |
| |If time permits, get the students to choose the game they want to play after the run | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Daily skills rubric | |
| |Differentiation | |
|Learning Activity 3 | | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of today? | |
| |What strategies did you use? | |
| |What caused the most difficulties? | |
| |What can we do to help assist our fitness levels? | |
|Feedback from students: |Did you enjoy this activity? | |
|Feedback to Students: |Excellent effort put forth into today. I really liked how everyone was dedicated to learning new| |
| |skills. | |
|Transition to Next Lesson: |Next class I promise we will do less running, and continue ultimate Frisbee. | |
|Reflection |
| |
Lesson Plan #10 – UF Throws/ Marking
Grade/Subject: Grade 9 PE Unit: Ultimate Frisbee Lesson Duration: 40 min
Date: October 5, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A9-1, A9-2, A9-7, A9-13 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C9-1, C9-3, C9-4, C9-5, C9-6 |
|D - Safety, Effort |D9-1, D9-2, D9-3, D9-4, D9-6, D9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|Demonstrate a basic forehand/backhand pass with precision |Students will demonstrate proper map reading techniques |
|Students will confidently use the skills required for UF |Observation |
|Students will demonstrate proper marking techniques and defensive strategies |Observing the students to make sure they are on task, using proper |
| |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
| |Ultimate Frisbee skills rubric |
| |Teacher will use this rubric throughout the unit and provide |
| |anecdotal notes for each day of participation regarding their |
| |skills |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students will be assessed on their ability to complete at least ten passes successfully and demonstrate a high level |
|of catching skills. Students will also demonstrate precision in their throws. Students should be able to effectively defend their opposing player. |
|MATERIALS AND EQUIPMENT |
|Field |
|Whistle |
|25 frisbees |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Have 25 frisbees |
| |Ensure grass is not wet or dangerous |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from | |
| | |
|ABCDs of movement. Edmonton public school. Print | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Explain what we will be doing in class today |
|Explain the importance of throwing and catching in UF |
|Explain the grading scheme for skills |
|Transition to Body |
|Attention Grabber |Today we will continue to develop our UF skills and work to develop to become pros! |Time: 1 minute |
|Assessment of Prior |Who has ever tried a forehand pass? |Time: less than 1 |
|Knowledge |How are we able to defend properly? |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Is there any questions before we begin? |Time: 1 minute |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Partner pass |20 minutes |
| |EXPLAIN THE DIFFERENT CATCHING TECHNIQUES | |
| |The teacher will provide a quick demo of an effective forehand pass | |
| |Explain why it is important and when to use it | |
| |Get students to try the skill | |
| |Students will warm up and begin throwing backhand passes | |
| |Get students to set up 4 lines, and they must pass back and forth using both of the throws | |
| |Get them to transition to the forehand pass | |
| |Get students to move back as they begin to feel more comfortable with the forehand pass | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |To receive full skill marks for today's lesson, the students will need to show the teacher that they are| |
| |able to throw at least ten Frisbees consistently and catch at least ten in a row. | |
| |Differentiation | |
| |Get students to move closer | |
| |Get students to stay with the throw that makes them feel most comfortable | |
| |Get students to peer teach others | |
|Learning Activity 2 |Marking | |
| |The teacher will explain the use of marking for defensive play | |
| |Ask the students why marking is so important | |
| |Explain the drill quickly to the students | |
| |Students must create three lines (one thrower, one marker and one offense) | |
| |The offense must get open, and the marker must try to stop the offense | |
| |The offense can run in any pattern that they wish | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Daily skills rubric | |
| |Differentiation | |
| |Get students to begin in mid field | |
| |Ensure all get a chance to throw the Frisbee, be a marker and a catcher | |
|Learning Activity 3 |GAME | |
| |Teacher will group the students into 4 groups and get the students to play a game for the remainder of | |
| |class | |
| |Remind them that they must make at least 4 passes to different players in order to get a score | |
|Assessments/ | | |
|Differentiation | | |
| | | |
|Extra time activity (if time permits): |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of today? | |
| |What strategies did you use? | |
| |What caused the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? | |
|Feedback to Students: |Excellent effort put forth into today. I really liked how everyone was dedicated to learning new| |
| |skills. | |
|Transition to Next Lesson: |Next class I promise we will continue ultimate Frisbee. | |
|Reflection |
| |
Rainy Day Lesson Plan – Sitting Volleyball
Grade/Subject: Grade 9 PE Unit: Orienteering Lesson Duration: 40 min
Date: September 9, 2015
|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |
|General Learning Outcomes: |Specific Learning Outcomes |
|A – Basic Skills |A 9-3, 9-4, 9-5, 9-6, 9-10, 9-11 |
|B - Well-Being |B9-2 |
|C -Communication, Fair Play, Leadership, Teamwork |C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6 |
|D - Safety, Effort |D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7 |
|LEARNING OBJECTIVES |Assessments |
|Students will: |Demonstration |
|1. Learn new skills pertaining to the exciting sport of Volleyball |Students will demonstrate proper map reading techniques |
|2. Demonstrate alternative skills within the sport |Observation |
|3. Understand the importance of volleyball to being active for life |Observing the students to make sure they are on task, using proper |
|4. Sending and receiving the ball in ways that unfamiliar with the students |technique, developing new skills |
| |Discussion |
| |Asking relevant questions regarding the skills or techniques used |
| |in the activity. Discussing ways to use the skills or how they |
| |benefit themselves |
| |Feedback |
| |Continuously providing feedback to the students as a way to let |
| |them know how they are doing and see if they are frustrated. Also |
| |lets the teacher know where the students’ knowledge is in the |
| |activity |
| |Daily participation checklist |
| |Teacher will use the daily participation checklist to assess the |
| |students attitude, attendance, effort, and participation throughout|
| |the day |
|SAFETY |
|Supervision |
|• In-the-area supervision is recommended following initial skill instruction and after all safety concerns have been emphasized. |
|Instructional Considerations |
|• Prior to initial use of orienteering course, teacher should do a safety check “walk through” to identify potential hazards. |
|• Length and difficulty of course should be appropriate to the age and skill level of the students. Progress from classroom to schoolyard to off-site |
|courses. |
|• Proper warm-up and cool-down should be included in all activities. |
|• Control flags and markers should be set in a safe manner. |
|• Remind students to keep their head up when running at high speeds to avoid collisions or hurting themselves, especially in wooded areas |
|• Tell students to move carefully around the room |
|• Do not use pens/pencils or anything as weapons to harm others |
|Outdoor Equipment/Facilities |
|• In forested areas, students should carry a whistle and be instructed in its use, e.g., three loud blasts indicate that they require assistance
|
|Inspection of All Outdoor Activity Areas |
|• Teacher should inspect outdoor activity area prior to use. |
|• Area should be free of wasp and bee nests, drainage problems or standing water, broken glass, animal feces, and tripping hazards such as cans, |
|rocks, roots, exposed footings or other environmental obstacles and other foreign debris. |
|• Activity area should be located away from open roadways. |
|• Playing surfaces should be clearly marked and a sufficient distance from fencing and backstops, signage, lighting standards and bleachers. |
|• Steps should be taken to report hazardous conditions to administration so that they can be repaired or removed. |
|Playing Fields |
|• Playing field and surrounding area should be level, well-groomed, and free from obstacles such as protruding sprinkler heads, obstructions and |
|debris. |
|• Holes, ruts and severely uneven surfaces should be brought to the attention of the students. |
|• If more than one activity is underway, ensure safe distance between activities. |
|ASSESSMENTS |
|Observations: Constantly observe students through all activities and see if they |Discussion: Student’s responses to questions posed about |
|understand the concepts taught or need assistance. |the information discussed in class to assess understanding.|
|Written/Performance Assessments: Students should be able to properly receive the ball and return it 7 out of 10 times. Students should demonstrate |
|fair play, team work, and leadership. |
|MATERIALS AND EQUIPMENT |
|25 volleyballs |
|Nets |
|Whistle |
|Resources |Class Preparation |
|Alberta Physical Education Program of Studies: Grade 9. Taken from |Set up nets |
| |Make sure volleyballs are inflated |
|Safety guidelines for Physical Activity in Alberta Schools. Taken from | |
| | |
|PROCEDURE |
|Introduction (5 min.): |
|Intro |
|Take attendance as the students are walking into the gymnasium and ask them to sit on the black line. |
| |
|Explain to the students that since the weather is not cooperating, we will be doing sitting volleyball. |
|First we will begin with a warm up, then we will have a group stretch. |
| |
|From there, we will move into partner passing (sitting down), group passing (sitting down), serving(sitting down) and then finally a game (sitting |
|down) |
|Transition to Body |
|Attention Grabber |Today we will be a major challenge for most of you. I'm sure many of you have never played this |Time: 1 minute |
| |variation of volleyball before. If you were successful before in the sport, you might not be so today. | |
|Assessment of Prior |How many have played sitting volleyball before? |Time: less than 1 |
|Knowledge | |minute |
|Expectations of student |Every class we will abide by our code of conduct set at the beginning of the year. Every student will |Time:1 minute |
|learning and Behaviour |treat one another with respect. No one will call any one names in a derogatory manner, as we are all | |
| |learning a skill that some may have never done or do often. Every student will try their absolute best | |
| |and give all their effort for the activities. Any question can be asked at any time during the class, as| |
| |no question is a bad question. Attention must be on the teacher in order for things to run smoothly and | |
| |get as much time with the activities as possible. No pushing, shoving or interfering with any of the | |
| |other students. Stay within the school yard limits and do not go wandering out of the school yard. | |
| |Lastly, Have fun! | |
|Transition to Body |Although sitting down most for the class does not seem exciting, you are in for a treat! |Time: 1 minute |
|Body (13 min) |Time |
|Warm up |Dynamic stretch |5 minutes |
| |- High knees | |
| |- Butt kicks | |
| |- Side lunges | |
| |-Forward lunges | |
| |- Skips | |
| |- Hops | |
|Learning Activity 1 |Partner Passing |5 minutes |
| |Get students to pair up with a partner and find an empty spot in the gym. | |
| |Students will need to pass the ball back and forth using a set or a bump. | |
| |Get the students to challenge themselves and keep the ball in the air at least ten times | |
| |Tell the students that if their ball runs away, they are able to walk and get the ball | |
| |REMIND students to not purposely hit the ball at others and keep the ball in control at all times | |
| |The skills we should be utilizing are proper fore arm passes and proper sets. You may need to swing your| |
| |arms a little harder than normal to get the ball to where you want to go | |
| |After 5 minutes is up, quickly group the students into 4 large groups | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Can control the ball - successful for at least 5 hits in a row | |
| |Ball hits target 5/10 times | |
| |Differentiation | |
| |Get students to go on their knees if sitting down is too challenging | |
| |Students are unable to participate can walk around and coach their peers | |
|Learning Activity 2 |Group Passing |10 minutes |
| |Once the students are in their large groups, explain to them that they must try to keep the ball in the | |
| |circle and in the air from passing to one another | |
| |EXPLAIN to the students that they must pass it to everyone and use the bump or set | |
| |Also, remind the students to keep the ball in control and use the proper techniques like they do in | |
| |regular volleyball | |
| |Focus on control and not power | |
| |Focus on the proper skills (Arms straight) | |
| |CHALLENGE the students by asking them to create a pattern (P1 passes to P2 to P3 to P4...) in which | |
| |everyone will touch the ball once. | |
| |Get the students to see which group can get the ball through their pattern the fastest | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Can control the ball - successful for at least 5 hits in a row | |
| |Ball hits target 5/10 times | |
| |Differentiation | |
| |Get students to go on their knees if sitting down is too challenging | |
| |Students are unable to participate can walk around and coach their peers | |
| |Increase the pattern to two times around | |
|Learning Activity 3 |Serve it up |5 minutes |
| |Get students to go near the end line, not on the end line as it may be too difficult for most, and serve| |
| |the ball over to a partner | |
| |The students should serve the ball at least ten times then hold the ball and wait for everyone to be | |
| |completed | |
| |We will be doing overhand or underhand serves (but underhand may be challenging) | |
| |Focus on getting the ball over the net, to your target and proper form | |
|Assessments/ |Formative | |
|Differentiation |Discussion | |
| |Feedback | |
| |AAEP checklist | |
| |Summative | |
| |Can serve over the net 6 out of 10 tries | |
| |Ball hits target 5/10 times | |
| |Differentiation | |
| |Get students to go on their knees if sitting down is too challenging | |
| |Students are unable to participate can walk around and coach their peers | |
|Learning Activity 4 |Game Time |10 minutes |
| |Split the students into 2 large groups | |
| |The objective of the game is to get the ball over the net and get a point | |
| |There are no lines used because we have such a large class | |
| |The sidelines will be the wall and the curtain | |
| |If the ball hits the walls it is out, and the roof | |
| |Normal volleyball rules apply | |
| |Ensure everyone gets a turn serving the ball or else they get penalized 10 burpees | |
| |Play up to 15 points or until time permits | |
| |
|Closure (5 min.): | |
| Cool down/ Stretch |Student led head to toe stretch | |
|Assessment of Learning: |What was the most difficult part of this lesson today? | |
| |What strategies did you use? | |
| |What caused the most difficulties? | |
|Feedback from students: |Did you enjoy this activity? | |
|Feedback to Students: |Excellent effort put forth into the lesson. I really liked everyone's ability to try a new skill| |
| |that was unfamiliar with them. | |
|Transition to Next Lesson: |Tomorrow we will hopefully be doing orienteering if the weather permits! Excellent job today | |
|Reflection |
| |
Name of Activity: Indoor Boccer
Purpose of Activity: This activity is designed to give students a variation on indoor soccer. It combines aspects of indoor soccer and basketball and allows learners that are not well practiced in either sport to be successful.
Prerequisites: Students should have minimal knowledge of the rules of soccer and basketball. They should also know the concepts of catching (trapping), passing and shooting both a soccer ball and a basketball.
Suggested Grade Level: 9-12
Materials Needed:
1. Two portable indoor soccer goals or tape to make a 4'-5' x 2'-3' goal on a wall or mat.
2. Two basketball goals on opposing sides of the court.
3. A regular or indoor soccer ball.
Description of Idea
Prior to beginning play, teams (for maximum participation, 3-4 mini games can go on side by side) should be organized equally in regard to size and athletic ability. In a small gym (regular size with walls on the sides of the court) teams of 7-10 players is acceptable. In larger gyms (full-sized with pull out bleachers) teams can be divided into groups of 12-15. One soccer goal should be placed underneath each basketball goal, preferably 4-5 feet behind it (against a wall works well).
Each team will occupy the side of the court facing the goal they intend to score on. The teacher or designated referee will begin play by placing the ball at center court (much like soccer). The offensive team (determined by any random means) will start the game by kicking it backwards to a teammate. The teams will then start playing indoor soccer, trying to score in the goals on their opponents' side. Each team should designate a goalie that is restricted to the three point arch. The teams will play indoor soccer until the ball is kicked in the air.
If the ball is caught before it hits the ground, then the catching team begins trying to score in the basketball goal. A player may pass the ball to a teammate, who may also catch it with his/her hands, and proceed toward their team's goal. Players are not allowed to kick the ball up to themselves, but may kick or head the ball to a teammate directly or off the wall/bleachers. Like basketball, players may only take two steps while carrying the ball. Unlike basketball, however, players are not allowed to dribble. The players will shoot at their basket until scoring or turning the ball over. If a player is fouled in the act of shooting he/she will get a free throw from the foul line, with each time lining up outside the lane. If the shot is missed, live play resumes. If the opposing team intercepts, steals or rebounds a missed attempt, they then switch direction and go toward their goal on the opposite end.
While in either discipline (soccer or basketball) teams may only score on the appropriate goal for that sport. If the ball hits the ground for any reason, the game automatically reverts back to indoor soccer. Players may also drop the ball intentionally to go back to soccer, but may only do so outside of the three point arch their intended goal is located in. If the goalie receives the ball for any reason he/she may pick it up and travel anywhere within his/her three point arch with no limit on steps. The goalie is allowed to pass the ball to any teammate, but cannot throw or kick it in the air past half court. Doing so results in an automatic turnover, with the opposing goalie receiving possession of the ball.
Any type of goal gives the scoring team one point. After a goal the ball is returned to half court, where the opposing team takes over possession. A set time limit can be utilized, or teams can play first to any set number of goals.
Variations:
If teams contain both boys and girls the teacher can place a restriction that boys must pass to girls and vice versa. Teachers can also require that each player must pass to a teammate that he/she did noit receive the ball from.
Additional restrictions or penalty minutes may be given to protect other players, scoreboards and/or lighting (i.e. 2 minutes in a penalty box for kicking a ball that hits the ceiling or for rough play).
For students with disabilities the goals can be widened or a goal may be awarded for hitting the backboard, rather than scoring in the hoop.
Assessment Ideas:
After completion the teacher may ask different students to demonstrate the different parts of each game (passing, catching/trapping, shooting, etc.). The teacher may also test verbally or in written form which aspects of the game of Indoor Boccer relate to the separate games of soccer and basketball.
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