Harmony George (200285184)EPE 310 (020) Curriculum Understanding Project

3/8/20122012

Grade 5 Mini LessonsPhysical Education

This unit will outline mini lesson plans using TGFU (Teaching Games for Understanding) for the Saskatchewan Physical Education Curriculum; with a focus on the three aims and goals; active living, skillful movement and relationships.

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TABLE OF CONTENTS Page Title Page NumberOverview 3Skillful MovementComplex Manipulative Skills(Catching/Throwing)3 HoursMini Lessons 1-5

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Active LivingHealth-Related Fitness & Muscular Fitness3 HoursMini Lessons 6-10

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RelationshipsSafety and First Aid & Social Skills & Rules3 HoursMini Lessons 11-15

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OVERVIEW This package of fifteen mini lessons outlines some ideas that can be implemented into a physical education class to focus on the three aims and goals of physical education; active living, skillful movement, and relationships.

All fifteen mini lessons add to a total of nine hours of physical activities that contribute to the opportunities students are given to develop positive attitudes toward active living, to gain self confidence as skillful movers and to promote personal, social, cultural and environmental growth and appreciation.

This package provides the intended learning outcomes that Grade 5 students are expected to achieve in physical education by the end of the year.

This package provides time commitment for the following outcomes for Grade 5 indicated in the Saskatchewan Curriculum for Physical Education 2010; health-related fitness, muscular fitness, complex manipulative skills, rules, safety and first-aid, and social skills.

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LESSON PLAN 1 Content (Topic)Catching is the main focus, with a sub focus of spatial awareness and underhand throwing. At the end of the lesson the students will have learned to move their arms in front of the body (elbows flexed) in preparation for catching the ball or beanbag, and to extend their arms to catch the ball or beanbag using cues. CUES: hands ready and extend.

Outcomes:5.5 Complex Manipulative SkillsRefine manipulative (sending, receiving, and accompanying objects) skills used in increasingly complex movement activities such as lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handled implements (short handled racquets and paddles)

Indicators:a) Use performance words to demonstrate

understanding of the performance cues used in refined manipulative skills performance.

Adaptive Dimension:May use different size balls, lighter or heavy balls.May have to build up towards the four stations. Day one focuses on two stations, next day add the third station, and the next day add the last station.

Preparation (Equipment/Materials/Set-Up):Various types of large, lightweight balls (plastic, beach balls, Nerf)Tennis balls, whiffle, yarn, small Nerf balls for stationsNet, 6’ X 8’Small incline surface with sides (slide from backyard jungle gyms; large box with sides, ends removed)

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Description:Scattered around the room are different types and sizes of balls. Some are large, small, but all are lightweight so they will not hurt if they hit students when they are trying to catch.Tell students to spread out in general space and begin to toss the ball to their self and catch it.

I. If several students warming up are having trouble tossing the ball upward, review the toss.Cue: Hold the ball slightly in front of you with both hands. Toss the ball by lifting your arms upward, stopping the lifting when your arms are at shoulder height.Practice again, tossing the ball only slightly above the head.If the toss is looking much better, you can now focus on catching. Ask the students to see if they can catch the ball with their hands only. Remind them that sometimes it helps to let the ball bounce once before catching. (Teacher should model this.)Cue: Remember; bend your arms as you are getting ready for the catch. Think, “Hands Ready.”

II. Ask the students to stand 6 to 8 feet from the wall. Remind students of their bubbles of self space and their neighbours. Toss the ball to the wall and catch it after it bounces one time.

Station1: (Suspend a net approx. 6 feet above the floor, with the back corner higher than the front edge so the ball will fol of. Use 8 ½” plastic balls.) Toss the ball above the net. It will slowly roll down the net and drop off. Catch it before it bounces.

Station 2: (Use tennis balls, whiffle balls, yarn balls, and Nerf balls.) Select ball. Toss and catch it five times: you may let it bounce if you wish. After five catches, try another type of ball. Continue until you have used all the different types.

Station 3: (Use slide with raised edges, back against wall, slight incline; playground or plastic ball.) Toss the ball up the slide. It will come back toward you quickly. Catch it first after one bounce, then before.Station 4: Partner toss. Face your partner. First catch, after a bounce and then without a bounce. When you are successful, you may take one step back.Stations for Practice: Four stations are set up for practice of the skill-catching. Students will spend approx. 5 min at each station. If the class is split into four groups, one per station, this will make transitions easier.Before the end of class:Ask students:Our lesson today focusing on what skill?Do we catch with hands only or against our chest?Show me the correct arm position for catching: correct, arms, extend with elbows slightly bent.

Assessment/Reflection:Use a checklist to identify if the students get their arms/hands in ready position in preparation for the catch, and if they extend their arms when they catch or do they still trap the ball against their chest.

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LESSON PLAN 2 Content (Topic)This lesson is called catch the garbage. The purpose of this activity is to teach the correct form of shooting a basketball.Outcomes:5.5 Complex Manipulative SkillsRefine manipulative (sending, receiving, and accompanying objects) skills used in increasingly complex movement activities such as lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handled implements (short handled racquets and paddles)

Indicators:e) Throw quickly at a target immediately after catching a ball/object

Adaptive Dimension:This activity can be adapted by placing the cones closer or farther away from the ends.Preparation (Equipment/Materials/ Set-Up):30 small cones, 4 small crates, 4 medium boxes, 4 large boxes, poster board/whiteboard, marker20 foam balls, 20 bean bags, 20 bean bag balls, 20 wiffle balls.Description:Group on ends of gym= Garbage Collectors.Group in the middle= Hot Shotz.Crates and Boxes are lining the front of the stage depicting basketball hoops 'buckets'. Bean bags, bean bag balls, foam balls and wiffle balls are scattered throughout the room.8 feet from both ends of the gym are cones dividing the Hot Shotz from the garbage collectorsHOT SHOTZ1. Hot Shotz are on the floor and must shoot the ball (using correct form) at one of the "buckets" while staying behind the cones. 2. After shooting, they must go to the designated squares at the back of the room to do 3 jumping jacks before they may come back and shoot again. 3. When the equipment is gone and the music is turned off the students must sit criss-cross. GARBAGE COLLECTORS1. Garbage Collectors stand behind the cone line and gather all of the equipment that does not make it into the "bucket" and put it in a designated collection basket. They may not pass the cone line. 2. When the music stops, designate 1-2 Garbage collectors to collect any balls/beanbags from the floor that did not make it into a "bucket".AT THE END OF EACH ROUND WE COLLECT THE BALLS FROM THE "BUCKETS" AND WRITE THE TOTAL SHOTS MADE ON A POSTER. (40 MINUTE CLASS= 3 ROUNDS EACH)

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Assessment/Reflection:Have a rubric of the components of the proper technique of a toss. As the student accomplishes each component place them in the rubric.

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LESSON PLAN 3 Content (Topic)The purpose is for improving students throwing and catching skills.Outcomes:5.5 Complex Manipulative SkillsRefine manipulative (sending, receiving, and accompanying objects) skills used in increasingly complex movement activities such as lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handled implements (short handled racquets and paddles)

Indicators:a) Use performance words to demonstrate

understanding of the performance cues in refined manipulative skills performance

b) Incorporate “talk aloud” self learning methods to strengthen the ability to skilfully move objects.

Adaptive Dimension:NOTE: be sure students have had many opportunities in safely moving around general space and chasing, fleeing, and dodging in a large group. Stress the safety aspect at the beginning of the lesson!Preparation (Equipment/Materials/ Set-Up):WiffleballsBean bagsNerf ballsBalzac ballsJunior footballsOther age-appropriate objects for throwing and catching.Also, a cassette and/or CD player.Description:After introducing/reviewing the cue for throwing and catching to be focused on during this lesson (for ex. throwing: "follow through to your partner"; "twist your body"; catching: "give with your body"; "pull the ball in to your body"), students are arranged in a scattered formation with one ball for every two children (allow them to choose object to throw).

As a musical selection is played, the children proceed to throw and catch back and forth. When the music goes off, the person that is holding the ball must chase after the other until the music comes on again. (Game of tag: When you’re caught you and the one that caught you must do jumping jacks/push ups, etc. Until music starts again) When the music starts again, students begin to throw and catch again (you might allow--or require--students to quickly change the object they are using at this point).Assessment/Reflection:Observe students during the activity to see if they are using the cues introduced when throwing and catching; give feedback based upon their use of these cues.

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LESSON PLAN 4 Content (Topic)Card shark passing with an emphasis on catching.Outcomes:5.5 Complex Manipulative SkillsRefine manipulative (sending, receiving, and accompanying objects) skills used in increasingly complex movement activities such as lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handled implements (short handled racquets and paddles)

Indicators:e) Throw quickly at a target immediately after catching a ball or object.h) Throw a ball or object demonstrating both accuracy and distance.

Adaptive Dimension:Ball sizes can be altered as well as which passes used in this lesson.Preparation (Equipment/Materials/ Set-Up):Deck of cardsBasketballs or playground balls (one per pair)Description:Divide students into pairs. Gather students in front of you and explain that they will be working on catching after a pass. Explain to students that they will be using a deck of cards in a game that involves this. The two passes being used in this lesson is chest pass and bounce passes. A black card represents a bounce pass while the red cards represent chest passes.The teacher lays the deck of cards in the centre circle face down. One student from each partnership visits the deck to draw a card. The student then returns to his/her partner, where the partner is holding the ball. The team then performs the type and number of passes which their card indicates. For example:

10 of Spades = 10 bounce passes King of Hearts = 13 chest passes Ace of Clubs = 1 bounce pass

As soon as the task is completed, one member of the partnership places the card in their pocket (or places on the ground in a safe place), runs (or another type of locomotor movement as indicated by the teacher) and draws another card, and play continues.When the deck is completely drawn, students count the number of cards each has in their pocket. Shuffle all the cards and begin again, if desired.

Assessment/Reflection:Concentrate on how the students are catching the passes with their partner. Are they using the proper techniques for catching? Check yes or needs improvement beside each student’s name.

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LESSON PLAN 5 Content (Topic)Ocean Rescue provides students practice trials for throwing and catching.Outcomes:5.5 Complex Manipulative SkillsRefine manipulative (sending, receiving, and accompanying objects) skills used in increasingly complex movement activities such as lead-up games, including:ThrowingCatching (collecting, gathering)KickingHand dribblingFoot dribblingStriking with hands and short handled implements (short handled racquets and paddles)

Indicators:e) Throw quickly at a target immediately after catching.c) Throw and catch a ball/object while being guarded by opponents.b) Incorporate “talk aloud” self learning methods to strengthen the ability to skilfully move objects.h) Throw/strike a ball or object demonstrating both accuracy and distance.

Adaptive Dimension:To modify the activity for inclusion of students with disabilities, the throwing line distance can be modified or the utilization of a bounce rule can be implemented.Preparation (Equipment/Materials/Set-Up):Students should be provided appropriate self space markers such as poly spots or hula hoops. Fleece balls, nerf balls and cones are also needed to mark the throwing lines.Description:The class is divided into two groups. One group is selected to be the "sailors" and are instructed to spread out within the playing area. The "sailors" are then to find a hoop or poly spot in which to stand and assume the catching position (hands up at chest level fingers pointing up). The other half of the class are the "rescuers" and are distributed equally along the throwing line.The teacher then provides an introductory story about sailors who are floating out on the sea and are in need of rescue. The poly spot/hoop is designated as the "flotation device" for the "sailors" and a fleece / Nerf ball is designated as a "life ring" that the "rescuers" are to throw to the "sailors" from a rescue ship (line on the gym floor).On a signal from the teacher, the "rescuers" begin throwing their "life rings" (fleece or nerf balls) using an overhand throw to attempt to rescue the "sailors." "Sailors" must catch the "life rings" while standing in a hula hoop or on a poly spot. When a "sailor" catches a ball the "rescuer" simulates pulling the "sailor" to the ship. The sailors then join the rescuers by throwing to the remaining sailors. If the throw is not caught the "rescuers" must retrieve and continue throwing from behind the throwing line. Play continues until all "sailors" are rescued or use a time limit. Students then switch roles from "sailor" to "rescuer" and the activity can be repeated.

Assessment/Reflection:The teacher can utilize a checklist containing key teaching cues for appropriate skill performance of the overhand throw and for catching skills. During the activity they can observe students for proficiency in throwing and catching techniques.

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LESSON PLAN 6 Content (Topic)This lesson is to help students build muscular strength and endurance.Outcomes:5.2 Muscular FitnessApply, with guidance, beneficial and safe strategies to improve flexibility and muscular endurance through participation in a variety of movement activities.

Indicators:a)Identify the health related benefit while participating in teacher selected exercises and activities that enhance flexibility or muscular enduranced) Analyze the flexibility and muscular endurance benefits of participation in various movement activities.e) Explain the benefits of an improved level of health related fitness, specifically muscular endurance and flexibility, on a personal ability to improve performance of motor skills.

Adaptive Dimension:Can have students do the Macarena in a sit up position, standing up, etc.Preparation (Equipment/Materials/ Set-Up):Mats and Music for the MacarenaDescription:The students reach forward with their right hand while supporting themselves with their left arm. After returning their right hand to the floor they raise their left hand while supporting themselves with their right arm. The following commands are then given: (After practicing add the music and have a great time and a great workout!)

Right hand forward and turn palm up-return, left hand forward and turn palm up, return.Right hand to left shoulder-return, left hand to right shoulder-return.Right hand to right ear-return, left hand to left ear-return.Right hand to left waist-return, left hand to right waist-return.Right hand to right hip-return, left hand to left hip-return.1/4 turn to your right and repeat the steps facing the next wall.Add the music and watch the students really enjoy their workout!

Assessment/Reflection:Have students fill out a sheet with either a smiley face for I completed the tasks without any challenge, a so-so face for I could do the task but it was challenging, and a frown for I could not complete the task. Also as the students are completing the tasks have the teacher can also fill out the sheets for the students to compare results.

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LESSON PLAN 7 Content (Topic)Corner Tag can be used to help students in health related fitness in determining and demonstrating finding their pulse before, during and after exercise.

Outcomes:5.1 Health-Related FitnessCreate and implement, with guidance, as a class, a health related fitness plan targeting the health-related fitness component of cardiovascular endurance that includes setting a personal goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity.

Indicators:g) Demonstrate and practise ways to find pulse and to determine heart rate before, during and after exercise.

Adaptive Dimension:If students have difficulty finding their pulse, have students find a partner to help them.Preparation (Equipment/Materials/ Set-Up):Eight hula hoops, four foam balls, pinnies for four different teams, cones.Development:Set up cones so that the playing area is divided into four different areas. Divide students into four different groups. Give each team a foam ball to place in a hula hoop in one of the four corners of the gym. Each team also has a hula hoop placed nearby on the sidelines as a place for tagged players.

On the "go" signal students try to steal the other three team's balls and bring them back to their own hula hoop. When a student is in another team's territory (quarter of the playing area), they can be tagged by any member of that team and sent to that team's side hula hoop for tagged players. Students are safe inside the hula hoop. Students can get free again by having another member of their own team go to the hula hoop and, taking their hand, move back to their territory. They must go back to their territory first before returning to the game. Challenge teams to get all four balls in their hula hoop.

Before the activity have students record their pulse on a sheet, then during the activity have all students record their pulse again, and then again when the activity is done have them record their pulse once again.Assessment/Reflection:Take students pulse record sheets and see if their pulse rates had increase into their target heart rate zone during the activity. Assessment is based on their records of accuracy and completion.

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LESSON PLAN 8 Content (Topic)This mini lesson is to help students improve their cardio-respiratory fitness through continuous activity.Outcomes:5.1 Health-Related FitnessCreate and implement, with guidance, as a class, a health related fitness plan targeting the health-related fitness component of cardiovascular endurance that includes setting a personal goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity.

Indicators:a) Explain a variety of factors that affect

personal fitness development.b) Sustain participation in moderate to

vigorous movement activities that increase heart rate and respiration rate, towards nine consecutive minutes on a consistent basis.

d) Engage willingly in a variety of movement activities at a moderate to vigorous level of effort.

Adaptive Dimension:You may need to set a limit as to how long a student can be on a spot. Taggers are not allowed to "guard" a base, waiting for a student to move off. Remind students of safety when moving, especially toward the end line. If your school has heart rate monitors, use them to show students how much their heart rate has increased due to the activity.Preparation (Equipment/Materials/ Set-Up):200 plastic straws (or hair elastics could work here as well)3-4 medium gator-skin balls4-8 poly spotshoops, or bases, a tub to hold the straws or hair elastics.Description:Before class, spread the bases out over the playing area. At the beginning of class, explain to students know they will be playing hard today, and not only will this playing be fun, but it will also help their heart! The object is to see if they can keep moving -- either walking or running. Explain the game as follows:Choose three or four students to start the game as "it". They hold the balls and spread out in general space. All other students start at one end of the gym or playing area. At the signal, students run/jog to the opposite end of the area to get a straw (trying not to get tagged), and then walk or jog back to the end line to begin again. Students continue to get straws throughout the game. Students may stop on a base to keep from getting tagged; only one player may be on a base at a time. If a student is tagged by one of the "its", that student gives one of their straws to the "it", and "it" gives the tagging implement to the student tagged. The old "it" then walks or jogs to the end line to begin playing the game.When the game is over have students check their pulse to see what their heart rate is. Discuss how continuous activity such as they just played -- even if it has a "break" once in a while -- is what their heart needs in order to be healthy.

Assessment/Reflection:If your school has digi-walkers (pedometers), these can be used to help assess how much students have been moving.

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LESSON PLAN 9 Content (Topic)This mini lesson is to help students evaluate their heart rate and practice fitness skills.Outcomes:5.1 Health-Related FitnessCreate and implement, with guidance, as a class, a health related fitness plan targeting the health-related fitness component of cardiovascular endurance that includes setting a personal goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity.

5.2 Muscular FitnessApply, with guidance, beneficial and safe strategies to improve flexibility and muscular endurance through participation in a variety of movement activities.

Indicators:k) Record and reflect own fitness results after participation in simple health related fitness appraisals.

c) Determine, demonstrate and express the purpose and qualities of effective and safe flexibility and muscular endurance exercises.

Adaptive Dimension:The mission can be adapted for individuals. (i.e., only five push ups instead of ten)Preparation (Equipment/Materials/ Set-Up):Cones, art materials to make exercise cards, gymnastic mats (optional), Mission Impossible Movie Theme SongDescription:This activity allows students to work together to complete a list of exercises simultaneously. Divide class into six groups. Have each group set up at one of the designated cone (marked 1-6). Each cone will have a Mission Card beside it.Example of a Mission CardMission #1: Complete The Following...

Gallop One Lap 30 Shoulder Touches 10 Rockers (need mat for this one) 10 Curl Ups Grapevine One Lap 10 High Jumps 15 Step Ups (on stable bench or stairs) V-sit stretch Left-Right-Middle (Hold for 10 sec. at each) Your Mission Is Complete!

Students can start when they hear the music. You may want to give them a minute to figure out how they are going to do all the tasks together before starting the music. For the Mission to be completed each person in the group must do the activities simultaneously.On the first day of teaching this you may want to review how someone who is a fast runner could change their speed to accommodate the whole group, give ideas of having a counter for each

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activity, a motivator, etc.Be creative with your cards. You can use motor skills such as throwing, kicking, or catching and/or incorporate dance/gymnastics activities.Assessment/Reflection:After the warm-up do a self evaluation on how well they thought they did. Have students rate themselves on how well they worked with their group members, did they help anyone else, and what their effort level was.

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LESSON PLAN 10 Content (Topic)This mini lesson is to increase student’s cardiovascular fitness and muscular strength.Outcomes:5.1 Health-Related FitnessCreate and implement, with guidance, as a class, a health related fitness plan targeting the health-related fitness component of cardiovascular endurance that includes setting a personal goal for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity.

5.2 Muscular FitnessApply, with guidance, beneficial and safe strategies to improve flexibility and muscular endurance through participation in a variety of movement activities.

Indicators:h) Describe how heart rate is used to monitor exercise intensity and its connection to cardiovascular fitness.i) Monitor personal level of activity by using a pedometer to count the number of steps taken or the distance traveled and make connections to benefits for cardiovascular endurance.

a) Identify the health related fitness benefit while participating in teacher selected exercises and activities that enhance flexibility or muscular endurance.

Adaptive Dimension:Students with reading or color identifying difficulties can pair up with a partner and use a buddy system. Have everyone go with a partner and do the activity together. For wheelchair bound students their partner can push them a 1/2 lap rather walk/jog a lap, etc.Preparation (Equipment/Materials/ Set-Up):Deck of "UNO" cards, coloured signs (l each color in UNO deck), paper card with an exercise listed; ex: red=push ups, yellow=mountain climbers; blue=curl ups, green=bell jumps (or lateral jumps), wild card draw pile with cards with activities listed on them, and pedometers.Description:Each student is dealt a UNO card. They are to perform an activity by the following criteria:

Skip Card -- skip one lap around the gym Reverse Card -- jog/walk 1 lap backward around gym Draw 2 Card -- draw 2 cards from regular UNO cards and perform the activity which

corresponds to the card color using the number of repetitions indicated by the number on the card

Wild Draw 4 Card -- draw 4 cards from the UNO deck and do all 4 activities Wild Card -- draw from the wild draw pile (made up separate and placed in center away

from other action) and do the activity listed. Number Cards -- the student does the number of repetitions indicated at the activity

station corresponding to the color. Example: A student draws a card that is 5 red. Go to the red sign with the exercise listed and do 5 push ups or whatever that sign has listed.

After completing an activity the student gives the card back to the teacher and the student is dealt another card. Continue this for a set amount of time or each student must complete a certain

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number of cards.Have students record the number shown on their pedometers at the end of the lesson.Assessment/Reflection:Record signs of students being in their target rate zone. Are their faces red, are they perpetrating, are they short of breath, etc?Did the students keep their heart rate in the healthy heart or aerobic zone the entire time?Did the students monitor personal activity by using a pedometer?

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LESSON PLAN 11 Content (Topic)This lesson is a scavenger hunt, and it designed for students to focus on their social skills.Outcomes:5.10 Social SkillsExamine and critically assess personal positioning within the five levels of a social skills continuum for participation in movement activities (i.e., irresponsible behaviour, self-control, involvement).

Indicators:b) Self assess level of social skills on a regular basis through methods such as responding to prompts in a physical education learning log.c) Acknowledge when own behaviour is irresponsible and/or lacking in self control.d)Propose and engage in options for growth in areas that will support own achievement of higher levels of social behaviour.

Adaptive Dimension:The compass will not be accurate if used next to metal objects such as watches, belt buckles, and metal poles.Make sure students pick a reference point on the wall when walking, rather than always watching their compass.Have everyone practice facing different directions/bearings before travelling.The balloon idea is optional.Use a penny or a small marker that is more difficult to see instead of the polyspots.Preparation (Equipment/Materials/ Set-Up):Compasses (one for every student), one demonstration compass (either large one or overhead), balloons, poly spots, and direction cards.Description: Begin class by telling the students that orienteering is a race to find different control markers hidden in back country using only a map and compass. The first thing they need to learn before orienteering is how to use a compass.Demonstrate use of a compass with a large demonstration compass or an overhead projector. The students should be able to identify the following compass parts;

Compass base is the rectangular bottom part of the compass. Compass needle or magnetic needle is the red and white arrow that moves. The red part

of the needle always points north. Compass housing or dial is the turnable dial on the compass. The numbers on the dial

refer to degrees of azimuth, or also called a bearing. Direction of travel arrow or sighting line is the arrow on the compass base. This is the

what you point where you want to go.

To use the compass, hold the compass level so the magnetic needle turns freely. Rotate the compass dial to a desired bearing (so the sighting line falls directly on a bearing such as 90 degrees which is east). Hold the compass so that the back of the compass (part of the compass base opposite the direction of travel arrow) is at your belly button. Keeping the back of the compass at your belly button, turn in a circle until the red end of the magnetic needle lines up

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with zero degrees (north) on the compass dial. The direction of travel arrow now points to the bearing set on your compass. For more information on using a compass, go to www.learn-orienteering.org/.Walk the students through the cues and repeat the steps to face different directions and bearings. Practice travelling at specific bearings by setting the compass to a bearing, picking a spot on the gym wall that the directional arrow points to, and walking towards that spot.After the students have grasped the reading of a compass then you can start them on a Scavenger Hunt. If they need more time learning how to read the compass then you may want to come back the next day to do the Scavenger Hunt.Orienteering Scavenger HuntSet up the scavenger hunt by spreading poly spots on the floor of the activity area. Write the following directions on different scraps of paper so that each course is on a different piece of paper:Course 1120°-10 Steps240°-10 Steps0°-10 StepsCourse 2300°-8 Steps60°-8 Steps180°-8 StepsCourse 390°-12 Steps180°-12 Steps270°-12 Steps0°-12 StepsCourse 490°-6 Steps180°-8 Steps330°-10 StepsCourse 5130°-3 Steps220°-4 Steps310°-6 Steps100°-5 StepsCourse 6110°-6 Steps200°-8 Steps290°-12 Steps80°-10 StepsFold the paper and put one of these in each balloon. Blow up the balloons and spread them around outside of general space. Putting the course directions in the balloon is optional.Begin the activity by having students spilt up into pairs. Stress the fact that they never travel alone! They may be in a team of three if you have an odd number of students in class. One partner goes to a poly spot on the floor and the other partner gets a balloon and meets their

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partner at the spot. They pop the balloon and get the directions out of it. Make sure they pick the balloon up after they pop it. Each student uses their own compass, but they travel as a team according to the directions. The directions on the sheet of paper will lead them back to where they began--the poly spot.Assessment/Reflection:Have the students write in their physical education learning logs answering the prompts, “What did I do today to help another student in this scavenger hunt? I should cooperation today by...”

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LESSON PLAN 12 Content (Topic)This mini lesson will develop student’s knowledge about first aid safety and have student’s practice using the contents in the first aid kit.Outcomes:5.9 Safety and First-AidMake decisions about how to prevent and care for common movement activity-related discomforts and injuries (e.g., stiffness, nose bleeds, and sprains).

Indicators:a) Assess classmates’ representation of first aid kits to ensure that appropriate supplies have been identified.d) Propose and discuss logical and practical suggestions for enhancing safety in given situations.e) Research and apply recommended first aid procedures for basic ‘role-played’ injuries such as nose bleeds, cuts, and sprained ankles.

Adaptive Dimension:It is possible to have students do their own research about the contents of the first aid kit, they can learn lecture based, or have them learn inquiry based.Preparation (Equipment/Materials/ Set-Up):First Aid kit per group of 3-5 studentsDescription:Once your students have been introduced to the contents and understand their uses, have them apply their knowledge to real life situations with this activity.1. Have students break into groups of 3-5.2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need to help discuss however.2. Each group will receive an index card with a scenario on it.3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would use. They should write down the items they could use on the back of the note card. I have a spelling list on the board for younger grades. If supplies allow it, give each group a first aid kit so that they may simply grab the item for their scenario.

Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use from the First Aid Kit?Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc.4. Have each group go through their list and discuss with the class why it’s important to have each certain item. How does it help both the helper and whoever is injured?Make sure that you stress the importance to always find an adult first before performing first aid.

Assessment/Reflection:Perform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based lecture and apply what they have learned by putting the index

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cards into the correct spots and answering why it’s important to know first aid safety.

LESSON PLAN 13 Content (Topic)This mini lesson the students will be playing Krazy Kickball with an emphasis on how rules affect the play of the game.Outcomes:5.8 RulesDemonstrate an understanding of and willingness to accept the rules of teacher-selected games, including lead-up games, and invented games by officiating and participating in classmate officiated competitions.

Indicators:d) Examine the agreed-upon rules for games, including lead-up games and invented games, to demonstrate a clear understanding of how the rules affect the play of the game and the action of individuals.

Adaptive Dimension:You may want to split the class into a couple of groups each playing their own Krazy Kickball game so each student is allowed more ball touches. In that case more equipment will be needed.Preparation (Equipment/Materials/ Set-Up):4 bases and a kickballDescription:The student will play/practice the game using different rules.“New or Changed” rules:1) Kicker can run either towards 1st or 3rd base depending on where they kicked the ball.2) Once you get on base, you can stay or go after the next kick.3) More than one person can be on base obviously.4) Since you will have people running in both directions, there are NO force outs.5) On POP fly, runners can advance to the next base if they want.6) Runners can keep running unless you have an out or get the pitcher the ball. Then the runners go to closest base.

NOW the KRAZY PART…

7) If one person scores a run, then the next person standing in line has to run out to 1st or 3rd base without kicking. If 4 people come in and score, then 4 people standing in line have to go out. Got it? Hope so…Assessment/Reflection:Watch how students react when the rules are changed. Are the students demonstrating how rules affect the play of the game and do they react to rule changes?

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LESSON PLAN 14 Content (Topic)During a game of Tailball students contribute to a class decision making process on the creation or adaptation of rules to be used in class activities and games.Outcomes:5.8 RulesDemonstrate an understanding of and willingness to accept the rules of teacher-selected games, including lead-up games, and invented games by officiating and participating in classmate officiated competitions.

Indicators:b) Contribute to a class decision-making process on the creation or adaptation of rules to be used in class activities and games.

Adaptive Dimension:You may want to have multiple games of Tailball being played so students have multiple ball touches.Preparation (Equipment/Materials/ Set-Up):Tennis ball with a tail (30 cm ribbon attached to a washer which is then inserted into a small incision into the tennis ball)Basketball ringsDescription:

Students try scoring goals by throwing a tennis ball (with an attached tail) through a basketball ring.This game is played on a basketball court and can be played both indoors and outdoors.Divide the class into 2 teams.Toss the ball up in the center like in basketball.Team members pass the tail-ball to other members of their team and try to score a goal by throwing the tail-ball.The tail-ball can be caught by catching the tennis ball itself, but it can only be thrown by using the tail.The exception for this is if a student is trying to shoot a goal.If the ball is dropped or hits the ground then it is handed to the opposition.There is no running with the tail-ball.After a short time, have students agree upon rule changes/adaptations, like the following:

a) Set time limits on how long one team has to keep possession of the

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tail-ball (example 3 seconds or 5 seconds).b) Set a minimum number of passes between team mates before a goal is scoredc) Divide court into halves restrict students to their half.

Assessment/Reflection:Record which students make adaptations or creates new rules to be used in tailball.

LESSON PLAN 15 Content (Topic)This lesson students will be playing Capture the Lion, they will be focusing on engaging class to show care for others and for self while being physically active.Outcomes:5.10 Social SkillsExamine and critically assess personal positioning within the five levels of a social skills continuum for participation in movement activities (i.e., irresponsible behaviour, self-control, involvement).

Indicators:e) Engage in a class plan to show “caring for others and for self” while being physically active.

Adaptive Dimension:You may divide class into more than two teams to allow for more movement.Preparation (Equipment/Materials/ Set-Up):WhistlePinnies (Two colours)2 Stuffed LionsConesDescription:When we walk into the gym today, we are going to play a quick game of Freeze Tag. The last person in this line is “It,” who we call “The Lion”. As soon as you enter the gym, begin moving around to get away from the “The Lion”. “The Lion” will run around trying to tag everyone. When you get tagged you must freeze and stop where you are. The only way to free a tagged person is for two people to join hands around the tagged, frozen person and circle them twice. In order to completely free the tagged person, the students circling must make the sound that a lion makes. What sound would that be? (Roar) Remember to FREEZE when you hear the whistle. Does everyone understand?

Did everyone enjoy that game of Freeze Tag? What happened when the lion tagged you? What did you classmates have to do to help free you? Today we are going to play “Capture the Lion”. This game is similar to the freeze tag game that we just played, but we will be outside on the big field! We will be focusing

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on good teamwork and sportsmanship, because that is what is most important in physical education! Today: “Capture the Lion”Safety:

a. outside-stay in sight of teachers-no roadsb. 2 hand touch-no pushing or shovingc. be aware of others

Whistle: When I blow the whistle once: FREEZE and face meExplain:

a. break class into 2 equal teams (blue and gold team)b. game played on field divided into 2 sidesc. blue team offense tries to capture gold side’s lion and vice versad. blue team defense tries to tag gold team’s offense using 2 hand touch and a “Roar”, and vice versae. tagged students go into opposite team’s “lion’s den”f. only way to free teammates from den-3 teammates to form ring (holding hands) around captured teammate and walk them back to side while roaring.g. first team to capture lion and bring it back to their side wins gameh. student holding lion can still be tagged and must go to “lions den”i. we will play running, then walking, then skippingj. REMINDER: don’t forget offense and defense!

Skill:a. taggingb. avoidingc. running, walking, skippingd. capturinge. teamwork

Challenge:1. running only2. walking only3. skipping only

Transition:1. Give pinnies to each team2. Walk outside in line with team3. Gold to one side, Blue to other4. Begin game on whistle blow

Transition: Whistle upon capturing lionAssessment/Reflection:Have students write into their physical education learning logs and write about how they cared for others and self during the activity.